ABSTRACT There is considerable concern regarding our nation’s literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child’s literacy skills provided they have the required knowledge and tools. Professional development (PD) is a means of providing the knowledge and skills, but is not always effective. This article presents the results of a systematic review of the literature of preschool children’s phonological awareness improvement following PD for the respective ECEs. The results from 15 studies from 2003 to 2019 are synthesized and discussed to determine the components of PD that make it effective. The studies revealed a wide range of effect sizes, ranging from negligible to very large. Aspects of effective PD, including the education and experience of the ECEs, the format and structure of the PD, and the content of the educational program, are considered. The findings have important instructional implications for PD in the preschool setting.

中文翻译：

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专业发展对学龄前儿童语音意识结果的有效性：系统评价

摘要 对我们国家的识字能力有相当大的关注。研究一再表明，扫盲轨迹在学校生涯的早期就已经确立。幼儿教育工作者 (ECE) 有能力影响儿童的识字技能，前提是他们拥有所需的知识和工具。专业发展 (PD) 是提供知识和技能的一种手段，但并不总是有效。本文介绍了对相应 ECE 的 PD 后学龄前儿童语音意识提高的文献进行系统评价的结果。综合并讨论了 2003 年至 2019 年 15 项研究的结果，以确定 PD 的组成部分，使其有效。这些研究揭示了范围广泛的效应大小，从可以忽略不计到非常大。考虑了有效 PD 的各个方面，包括 ECE 的教育和经验、PD 的格式和结构以及教育计划的内容。这些发现对学前教育中的 PD 具有重要的教学意义。