Kindergarten Impacts of a Preschool Language-Focused Intervention
Datos Bibliográficos
| ID | 15029316 |
|---|---|
| Autores | Megan Johanson (0000-0003-3337-364X, The Ohio State University, autor de correspondencia), Laura M Justice (0000-0002-0580-0280, The Ohio State University), Jessica A R Logan (0000-0003-3113-4346, The Ohio State University), Jessica Logan (The Ohio State University) |
| Año | 2016 |
| Volumen | 20 |
| Número | 2 |
| Páginas | 94-107 |
| Fecha de publicación | 2016-04-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Applied Developmental Science (JOURNAL) |
| Identificadores de la revista | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2015.1074050 |
| OpenAlex | W1145301439 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 47 |
Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding, and reading comprehension, for children exposed to the language-focused intervention Learning Language and Loving It (LLLI; Weitzman & Greenberg, 2002 Weitzman, E. & Greenberg, J. (2002). Learning language and loving it. Toronto, Canada: The Hanen Centre. [Google Scholar]) during preschool. End of kindergarten skills were examined, comparing children whose teachers implemented LLLI (n = 25) or business-as-usual (BAU) instruction (n = 24). Hierarchical linear modeling results showed the LLLI intervention to have significant effects on children's decoding and reading comprehension in kindergarten for children who had high levels of language skill at preschool, as compared to their counterparts in the BAU condition. Study findings therefore indicate that preschool language-focused interventions may primarily benefit children with higher skill levels. This suggests the need to explore avenues for addressing the needs of children with relatively low language skills during preschool and the eventual transition to reading
Comprehension · Developmental psychology · Intervention (counseling · Language acquisition · Language development · Linguistics · Literacy · Mathematics education · Pedagogy · Phonological awareness · Psychological intervention · Reading (process · Reading comprehension · Teaching method · Vocabulary · Vocabulary development · Early Childhood Education and Development · Language Development and Disorders · Psychology · Reading and Literacy Development
The impact of sociodemographic variables in early reading acquisition
Acquisition of Multiple-Meaning Words, Including Polysemy and Homonymy, in the Expressive Lexicon of 3–5-Year-Olds, and the Impact of a Gamified Intervention Program
Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Child Development and Emergent Literacy
Teaching by Listening
The Specificity of Environmental Influence
Shared book reading
Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers
Vocabulary acquisition from teacher explanation and repeated listening to stories
Estimating the Risk of Future Reading Difficulties in Kindergarten Children
Training Mothers in Elaborative Reminiscing Enhances Children’s Autobiographical Memory and Narrative
Language input and child syntax
Effects of an early literacy professional development intervention on head start teachers and children.
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Emergent literacy profiles among prekindergarten children from low-SES backgrounds
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Matthew Effects in Reading
Project Ease
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
Interpreting the early language trajectories of children from low-SES and language minority homes
A picture book reading intervention in day care and home for children from low-income families
American parenting of language-learning children
Oral language and code-related precursors to reading
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,38 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |