Early language and literacy experiences provide children with foundation needed for later academic success. In order to support children’s language and literacy growth, preschool teachers need to be aware of and implement research-based practices in the classroom. To support teachers, early childhood programs need to provide professional development training to make teachers cognizant of research based language and literacy instruction practices. The goal of this project was to create a manual that would provide teachers with information on how to incorporate phonological sensitivity activities and print referencing into their classroom through activities and read aloud sessions. The manual gave teachers information on how to conduct effective read aloud sessions and provide additional resources such as other research based language and literacy practices, and information on other resource books. The teachers participated in a six session training that was designed to support teachers’ implementation of phonological sensitivity and print referencing into their teaching practices. As a result of this projects teachers understanding of phonological sensitivity and print referencing increased. In addition, teaching staff reported a higher use of print referencing in their teaching practices.
