Summary of Studies Conducted by Dr. Virginia A. Walter, UCLA

Summary of Studies Conducted by Dr. Virginia A. Walter, UCLA, at Head Start Centers in Baltimore and Los Angeles that Received Professional Development from CLI

Baltimore Head Start 

Dr. Virginia A. Walter of the Graduate School of Education and Information Studies at University of California, Los Angeles (UCLA), evaluated the short-term outcomes of the training received at Children's Literacy Initiative's Institute (a three-day intensive training course) by two Baltimore Head Start Centers from January through March, 1996. 

One center was a traditional site-based Head Start Center with multiple classrooms in one location. The other site had, in addition to its regular classroom-based activities, a home visit program. The purpose of the study was to determine the extent to which teachers who had participated in Children's Literacy Initiative's (CLI) training were able to implement in their classrooms and home visits what they had learned. 

The report found that teachers who had attended the CLI Institute, as well as those who were subsequently trained by the Institute attendees, had accomplished the following: 

• Books had been effectively integrated into the curriculum.
• Teachers had created stimulating literacy environments in their classrooms.
• Teachers had involved both parents and community leaders in literacy activities.
• Center administrators had become enthusiastic supporters of the literacy efforts of their classroom teachers. 

(Dr. Virginia A. Walter, 1996)

In summary, Dr. Walter found that Children's Literacy Initiative's training was "effective in enhancing the ability of early childhood educators working with the most disadvantaged children to focus on literacy because it provided the teachers with a rationale, necessary skills, and tools and materials needed to implement an emergent literacy program in their classrooms." (Dr. Virginia A. Walter, 1996) 

Los Angeles Head Start 

In a similar study, Dr. Walter evaluated the effectiveness of Children' Literacy Initiative's Institute as well as the short-term impact of that training in a Los Angeles Head Start during 1995. 

The evaluator attended a CLI Institute in Los Angeles and then visited six Head Start sites four weeks later. She interviewed administrators and teachers about changes in their literacy practices after the Institute and plans for classroom literacy activities. 

Dr. Walter found the Institute to be "...a model of quality training. The content is appropriate, the teaching methods are effective. By combining inspirational and informational content with hands-on experience, the trainers are able to cover an extraordinary amount of material about the importance of books and literacy experiences in the lives of young children. They teach practical techniques for promoting and sharing books and literacy with young children that can be implemented by any classroom teacher." (Dr. Virginia A. Walter, 1995) 

Four weeks after the Institute, Dr. Walter reported that centers had accomplished the following: 

• Formal training was provided to staff who were unable to attend the Institute by two of the three agencies.
• Coordinators from the agency office were providing support to classroom teachers as they implemented new practices suggested by the Institute.
• All centers had enlarged and refurbished their Library or Reading areas. 
• Quality books were well-integrated with other activity centers besides the library areas in the classrooms. 
• Most centers had established classroom Writing Centers. 
• Teachers were reading aloud to children more often.
• Children and parents responded enthusiastically to new book collections.

      (Dr. Virginia A. Walter, 1995)

    Walter, Dr. Virginia A. Children's Literacy Initiative: Baltimore Head Start Training
    Evaluator's Report. University of California, Los Angeles: Graduate School of Education
    and Information Studies, July 1996. p. 2.

    Walter, Dr. Virginia A. Children's Literacy Initiative: Los Angeles Head Start Training Institute Evaluator’s Report.
   University of California, Los Angeles: Graduate School of Education
     and Information Studies, April 25, 1995. p. I.