Data Collection Instruments for Examining the Impact of Small-Group Differentiated

Literacy Instruction in Preschool

Dmitry Roth

RESRCH FOR CLASSRM. TCHR - 23121 - EDUC 602P - AP5

Lois Jeremy-Greene (professor)

April 13, 2026

Literacy Instruction in Preschool

Introduction

Through the creation of two data collection instruments established around the

practitioner inquiry question: What is the impact of small-group differentiated literacy

strategies on preschool children’s engagement in read-alouds and other literacy activities, and

how do they develop their comprehension abilities? The inquiry is established to promote

literacy instruction by using small-group differentiated strategies within the classroom.

Research supports the notion that preschool children learn literacy skills most

effectively through interactive, age-appropriate methods of instruction that encourage student

involvement and interaction (Connor et al., 2006; Swanson et al., 2011). Through the use of

small-group instruction, the teacher can provide individualized assistance, scaffold student

learning, and increase opportunities for students to work with one another, thereby improving

both their level of engagement and comprehension (Al Rub, 2017; Pillinger & Vardy, 2025).

The effects of these instructional strategies need to be collected using two distinct

types of instruments: (1) a checklist for structured observations to quantify student

engagement and comprehension and (2) a template for anecdotal field notes utilized to

qualitatively document student interactions with others and their instructional experience.

These tools, in conjunction with other strategies for determining student engagement, provide

consistent and accurate forms of data collection regarding the impact of instructional

strategies on a student’s learning.

The use of both a checklist and anecdotal field notes will occur throughout small

group literacy instruction over an extended period of time. The checklist will serve as a

quantitative measurement tool that identifies specific behaviors during each literacy session;
whereas, the anecdotal field notes will capture qualitative information through immediate

post-instruction reflections on the context of what happened during the session. As such, this

combination produces a holistic picture of how students are responding to instructional

strategies.

Instrument 1: Structured Observation Checklist

Purpose

The purpose of the structured observation checklist is to collect systematic

measurements of preschool students’ levels of engagement and early literacy comprehension

as they participate in small group instruction differentiated for literacy development. The

relevant literacy instructional activity will be interactive read-alouds of children’s books.

Overall Design Rationale

The checklist exhibits the principles of effective data collection, including validation,

reliability, and developmental appropriateness. The checklist contains content validity

because there is a clear and consistent match between observable behaviors that occur during

learning (engagement and comprehension) with the constructs defined in the research

question. Reliability is supported through consistent application of the rating scale as well as

clearly defined behavioral indicators to ensure consistent application of observations.

The checklist is also developmentally appropriate for preschool-aged children because

all behaviors are observable and can be recorded in real time through students’ verbal and

non-verbal responses rather than through traditional assessment of student learning (see Dana

& Yendol-Hoppey, 2020).

Instructions to Complete Checklist

 Observe students while they receive literacy instruction in a small group setting.

 Rate the behavior using the provided rating scale.

 Make observations either in real-time or immediately following the completion of the

activity.

Rating Scale

Score Description

0 Not observed

1 Rarely observed

2 Sometimes observed

3 Consistently observed

Student Observation Checklist

Student Name: ____________________

Date: ____________________

Literacy Activity (Book/Focus): ____________________

Section A: Student Engagement

Behavior Indicator 0 1 2 3

Maintains attention to the story or activity ☐ ☐ ☐ ☐

Points to pictures or key story elements ☐ ☐ ☐ ☐

Repeats words, phrases, or sounds from the text ☐ ☐ ☐ ☐

Responds to teacher prompts or questions ☐ ☐ ☐ ☐

Participates verbally or through gestures ☐ ☐ ☐ ☐

Demonstrates sustained interest with minimal ☐ ☐ ☐ ☐

Section B: Early Comprehension

Behavior Indicator 0 1 2 3

Identifies characters, objects, or events in the story ☐ ☐ ☐ ☐

Demonstrates understanding through gestures (e.g., ☐ ☐ ☐ ☐

pointing, acting out)

Answers simple comprehension questions appropriately ☐ ☐ ☐ ☐

Uses or attempts new vocabulary introduced in the ☐ ☐ ☐ ☐

lesson

Makes connections to story events (verbal or non- ☐ ☐ ☐ ☐

verbal)

Rationle

This instrument allows for the systematic collection of quantitative data to measure

how engaged and how well students understand what they hear being read. The research

supports the theory that both differentiated instruction and reading used in a direct read-aloud

style will help preschool-aged children participate actively and continue to build their literacy

skills (Swanson et al, 2011; Pillinger & Vardy, 2003). The data collected on behaviors that

are specific and observable will assist the researcher in identifying trends over time in student

engagement and comprehension, thus providing

The researcher needed additional data to make more effective instructional decisions based

on that data.

Instrument 2: Anecdotal Field Notes Template

The anecdotal field notes template will be used to collect qualitative information that

includes detailed descriptions of behaviors, interactions, and responses of students during

small-group literacy instruction.

Design Justification

This instrument is used for qualitative inquiry because it provides the researcher with

the ability to document contextual and descriptive information that is not fully captured by

structured measures. Additionally, this instrument increases the overall validity of the study

via data triangulation; it allows for qualitative information to combine with quantitative

observations (Dana & Yendol-Hoppey, 2020). Furthermore, this instrument is particularly

appropriate in early childhood settings, where students demonstrate understanding through

actions, gestures, and verbal interactions rather than formal assessments.

Instructions for Use

 Complete as soon as possible following each small-group session.

 Document specific behaviors, interactions, and responses of individual students.

 Document both verbal and non-verbal forms of engagement and comprehension.

 Consider the effectiveness of the instruction and potential next steps.

 When developing an anecdotal field notes template for teachers, the following format

should be used.

Date: _________________________

Time: _________________________

Group Size: _________________________

Literacy Activity (Reading Material): _________________________

Using differentiated instructional strategies (for example, scaffolding, repetition, and

vocabulary instruction) in small groups

2. Observations of Student Engagement

What did the students do during their time in this activity? Through interactions with each

other, were they engaged (attention, interaction, gestures, responsiveness)?

3. Evidence of Student Comprehension

What type of verbal or non-verbal behavior(s) showed the degree of comprehension of the

concepts taught in this lesson?

4. Student Quotes or Actions That You Found Notable

Write down direct quotes from students or any other actions that showed you that they have

learned or were engaged in this lesson.

5. Teacher Reflection

Reflect on how effective the instruction was and any successes or challenges of the

instruction.

6. Next Steps for Future Instruction

Describe how you will modify and adjust your future instruction based upon what you

learned during the lesson.

Rationale

Anecdotal field notes provide important and detailed descriptive data to enhance

structured observations by providing added context and complexity to how students are

learning. In preschool programs, where student learning occurs through the use of language,

behaviour, and play, qualitative data is a primary method for collecting information about a
student's development (Dana & Yendol-Hoppey, 2020). In addition to qualitative data, the

use of anecdotal field notes also helps the teacher to engage in reflective practice and refine

their instructional practices as they strive to meet the needs of their students.

Conclusion

Both the structured observation checklist and the anecdotal field notes template are

used collectively as an all-encompassing form of data collection in this practitioner-based

inquiry. The structured observation checklist supplies the teacher with reliable and

measurable data regarding their students' level of engagement and comprehension, whereas

the use of anecdotal field notes will provide the teacher with in-depth data on their students'

behaviours, as well as the effectiveness of their own instructional practices.

The use of both the structured observation checklist and the anecdotal field notes

template supports the research question; further, both are firmly established as related to

research on early literacy and differentiated instruction. By employing these instruments on a

regular basis throughout small-group literacy instruction, the researcher will be able to utilize

the captured data to inform instructional decisions that will ultimately improve literacy

outcomes for preschool students.

Al Rub, M. A. (2017). The impact of small group instruction on preschool literacy skills.

Journal of Educational and Psychological Studies, 11(4), 794–802.

[Link]

Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s

emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689.

[Link]

Dana, N. F., & Yendol-Hoppey, D. (2020). The reflective educator’s guide to classroom

research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.).

Corwin.

Pillinger, C., & Vardy, Z. (2025). Impact of a structured shared book reading intervention on

the vocabulary knowledge of preschool-age children: An exploratory study. Early

Childhood Education Journal. Advance online publication.

[Link]

Swanson, E., Wanzek, J., Petscher, Y., Vaughn, S., Heckert, J., Cavanaugh, C., Kraft, G., &

Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes.

Journal of Learning Disabilities, 44(3), 258–275.

[Link]