Abstract：
UNASSIGNED: Australian Early Development Census (AEDC) data for the Australian Capital Territory (ACT) indicates a concerning increase in the proportion of children who are at risk or developmentally vulnerable in the domains of communication and general knowledge, and language and cognitive skills. This study investigated the effectiveness of speech-language pathologist and educator collaboration to build educator capacity to promote oral language and emergent literacy skills in preschool children.
UNASSIGNED: A quasi-experimental, pre-test post-test design was used to evaluate the effectiveness of interprofessional delivery of Read It Again - KindergartenQ! on (a) children\'s oral language and emergent literacy outcomes, (b) educators\' oral language and emergent literacy instructional practices, and (c) quality of the classroom environment.
UNASSIGNED: Children demonstrated improved print knowledge and narrative skills. One of the two educators demonstrated a significant increase in their use of oral language and emergent literacy promoting strategies in their day-to-day interactions with children. No significant changes were observed in the classroom environment.
UNASSIGNED: Interprofessional collaboration with a coaching component is an effective method of improving children\'s emergent literacy skills and educator instructional practices.
UNASSIGNED: A quasi-experimental, pre-test post-test design was used to evaluate the effectiveness of interprofessional delivery of Read It Again - KindergartenQ! on (a) children\'s oral language and emergent literacy outcomes, (b) educators\' oral language and emergent literacy instructional practices, and (c) quality of the classroom environment.
UNASSIGNED: Children demonstrated improved print knowledge and narrative skills. One of the two educators demonstrated a significant increase in their use of oral language and emergent literacy promoting strategies in their day-to-day interactions with children. No significant changes were observed in the classroom environment.
UNASSIGNED: Interprofessional collaboration with a coaching component is an effective method of improving children\'s emergent literacy skills and educator instructional practices.
摘要：
■澳大利亚首都地区（ACT）的澳大利亚早期发展普查（AEDC）数据表明，在交流和常识领域处于危险或发育脆弱的儿童比例有所增加，语言和认知技能。这项研究调查了言语病理学家和教育者合作的有效性，以建立教育者促进学龄前儿童口语和紧急识字技能的能力。
■准实验，测试前测试后设计用于评估跨专业提供的有效性再次阅读-幼儿园！（a）儿童的口头语言和紧急识字结果，(b)教育者口头语言和紧急识字教学实践，和(c)教室环境的质量。
■孩子们表现出更好的印刷知识和叙事技巧。两位教育者中的一位在与儿童的日常互动中展示了他们对口头语言和新兴识字促进策略的使用显着增加。在课堂环境中没有观察到显著的变化。
■与教练组件的跨专业合作是提高儿童紧急识字技能和教育者教学实践的有效方法。
■准实验，测试前测试后设计用于评估跨专业提供的有效性再次阅读-幼儿园！（a）儿童的口头语言和紧急识字结果，(b)教育者口头语言和紧急识字教学实践，和(c)教室环境的质量。
■孩子们表现出更好的印刷知识和叙事技巧。两位教育者中的一位在与儿童的日常互动中展示了他们对口头语言和新兴识字促进策略的使用显着增加。在课堂环境中没有观察到显著的变化。
■与教练组件的跨专业合作是提高儿童紧急识字技能和教育者教学实践的有效方法。
