Shayne B Piasta
Datos Biográficos
| ID | 2566254 |
|---|---|
| NOMBRE | Shayne B Piasta |
| NOMBRES | Shayne B |
| APELLIDO | Piasta |
| FIRMA | PIASTA S B |
| AFILIACIONES | The Ohio State University |
| ORCID | 0000-0003-3655-4702 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAS | 221 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Use of questions, comments, and scaffolding in extratextual talk during shared book reading in classrooms where children exhibit above- and below-average language gains
Studies indicate shared book reading (SBR) may support preschool children’s language skills via extratextual talk. This exploratory descriptive study compared both the language-supportive strategies (questions, comments, scaffolding), and content of extratextual talk by early childhood (EC) teachers from 48 preschool classrooms (23 higher language gain [HLGCs] and 25 lower language gains [LLGCs]) during SBR. We transcribed and coded videos of SBR…
Alphabet learning and the uppercase facilitation effect
Alphabet knowledge is a vital learning target during early childhood, including for children who are at risk for reading difficulties. For these children, we need to provide effective, efficient, evidence-based instruction. In this study, we examined the uppercase facilitation effect (i.e., children are more likely to identify lowercase letters when they know the corresponding uppercase forms) in the context of alphabet learning and thus its pote…
Generative Early Language Practices in Early Childhood Classrooms
Within early childhood (EC) education, a critical question lies in what classroom contexts and experiences are facilitative of children's language learning. Research suggests that not all classroom contexts are equal in supporting children's language learning and that some classroom practices may be more facilitative, or generative, than others. In this study, we use fall and spring observations of a sample of 100 U.S. EC classrooms to quantitati…
Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting
Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and emergent writing) relative to non-literacy-focused curricula. We estimated multilevel structural equation models using …
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children
Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement
In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic em…
Are there developmental patterns in emergent bilingual children’s English letter-name knowledge
The purpose of this study was to explore five developmental patterns of English letter-name knowledge for emergent bilingual children. We considered five patterns demonstrated by English monolingual children: visual similarity effect, uppercase familiarity effect, first name/first initial effects, consonant-order effect, and frequency effect. We assessed the English uppercase and lowercase letter-name knowledge of 56 emergent bilingual children e…
Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children’s language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in classrooms where children made varying language gains. Using a purposeful sample of 60 early childho…
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identi…
Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s e…
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Doing Assessment
Early childhood research and policy have promoted the use of language and literacy assessment data to inform instruction. Yet, there is a limited understanding of preschool teachers’ data practices and sensemaking, particularly when considered from the perspectives of practicing teachers. In this multicase study, we used a phenomenological approach to generate a theory about preschool teachers’ data practices in relation to supporting children’s …
At-scale, state-sponsored language and literacy professional development
Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children’s learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across 1 state. Relative to the comparison condition, PD with coaching showed a small impact on the quantity of phonological awarenes…
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
The early writing skills of children identified as at-risk for literacy difficulties
Early childhood literacy coaching
Early Childhood General and Special Educators
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 …
Effective language and literacy instruction
The effects of language- and literacy-focused professional development on early educators and children
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Language- and literacy-learning opportunities in early childhood classrooms
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
A standardized tool for assessing the quality of classroom-based shared reading
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
The ISI Classroom Observation System
The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are descri…
The effects of language- and literacy-focused professional development on early educators and children
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Language- and literacy-learning opportunities in early childhood classrooms
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities
Developing Early Literacy Skills
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta‐analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provide…
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Effective language and literacy instruction
The early writing skills of children identified as at-risk for literacy difficulties
Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors
Early Childhood General and Special Educators
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 …
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
Early childhood literacy coaching
A standardized tool for assessing the quality of classroom-based shared reading
Back to the Future
In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 200…
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instructio…
Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Back to the Future
In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 200…
The ISI Classroom Observation System
The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are descri…
Developing Early Literacy Skills
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta‐analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provide…
Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors
A standardized tool for assessing the quality of classroom-based shared reading
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
Language- and literacy-learning opportunities in early childhood classrooms
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
The effects of language- and literacy-focused professional development on early educators and children
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities
Effective language and literacy instruction
Early childhood literacy coaching
Early Childhood General and Special Educators
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 …
At-scale, state-sponsored language and literacy professional development
Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children’s learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across 1 state. Relative to the comparison condition, PD with coaching showed a small impact on the quantity of phonological awarenes…
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
The early writing skills of children identified as at-risk for literacy difficulties
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Doing Assessment
Early childhood research and policy have promoted the use of language and literacy assessment data to inform instruction. Yet, there is a limited understanding of preschool teachers’ data practices and sensemaking, particularly when considered from the perspectives of practicing teachers. In this multicase study, we used a phenomenological approach to generate a theory about preschool teachers’ data practices in relation to supporting children’s …
Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children’s language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in classrooms where children made varying language gains. Using a purposeful sample of 60 early childho…
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identi…
Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s e…
Psychology (29 obras) · Reading and Literacy Development (27 obras) · Pedagogy (24 obras) · Literacy (22 obras) · Developmental psychology (21 obras) · Mathematics education (20 obras) · Early Childhood Education and Development (18 obras) · Early childhood (13 obras) · Linguistics (12 obras) · Computer Science (10 obras)