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1.
Objective. The current study examines how aspects of the home literacy environment were related to Asian immigrant children’s early literacy skills. Design. One hundred and thirty-nine Asian immigrant families and their children (69 girls; mean age = 62.93 months; standard deviation = 3.82) were recruited from kindergarten classrooms at seven public elementary schools in Honolulu, Hawai?i. Trained research assistants assessed children’s early literacy skills in English at the beginning (T1) and end of kindergarten (T2). Parents (16% fathers; 84% mothers) rated their involvement in literacy-related activities in English and in their native language at T1, and classroom teachers rated children’s interest in literacy at T2. Results. Our results showed that parents’ literacy activities in English at T1 were positively related to children’s English literacy skills at T1. Parents’ literacy activities in English and in their native language at T1 were both related to children’s interest in literacy at T2, which in turn was associated with children’s English oral language skills at T2. Conclusion. These findings highlight the importance of examining the languages immigrant parents use during literacy-related activities.  相似文献   

2.
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten for unconstrained skills, relative to constrained skills. Only associations between non-public PreK and unconstrained language skills were sustained through the spring of kindergarten. Associations in the fall of kindergarten differed by family income and dual language learner (DLL) status but there was no subgroup variation by the spring of kindergarten. Implications for policy and practice are discussed.  相似文献   

3.
The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of behavioral SR, EF, and VMS skills for concurrent academic achievement. Results indicated that a measure of working memory (WJ-Working Memory) and a measure of behavioral SR (Head–Toes–Knees–Shoulders task; HTKS) were directly related to VMS. Differential relations were also examined for prekindergarten and kindergarten children. Results revealed a significant interaction between age and inhibitory control (Day–Night), and an interaction at a trend level between age and working memory suggesting both tasks are more related to VMS skills for younger children. Results also indicated that behavioral SR, EF, and VMS skills were differentially related to the three achievement outcomes. Both behavioral SR and VMS were significantly related to math, behavioral SR, EF, and VMS were significantly related to emergent literacy, and behavioral SR and EF were related to vocabulary scores. Results point to significant relations between behavioral SR and EF with VMS, and how each is related to early academic achievement in preschool and kindergarten.  相似文献   

4.
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills.  相似文献   

5.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively to assess preschool children’s emergent literacy skills.  相似文献   

6.
This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school.  相似文献   

7.
Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten.  相似文献   

8.
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families.  相似文献   

9.
Research Findings. The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy. This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness.  相似文献   

10.
Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.  相似文献   

11.
Specific characteristics of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.  相似文献   

12.
The utility of kindergarten screening measures in predicting first grade achievement was examined for 246 children classified as Anglo-American-English as home language (AA-E), Mexican-American-English as home language (MA-E), and Mexican-American-Spanish as home language (MA-S). All children were administered the Boehm Test of Basic Concepts, Draw-A-Design and Draw-A-Child subtests of the McCarthy Scales of Children's Abilities, and a Criterion Referenced Test at the beginning of kindergarten and at the end of kindergarten. The SRA Achievement Series was then administered during first grade. Stepwise multiple regression analyses were conducted for each group of children employing each set of kindergarten measures as predictors. All resulting equations were significant (p < .001) and revealed differential predictive power of the kindergarten measures as a function of ethnicity and home language, content of the criterion measures, and time of assessment. The Criterion Referenced Test was found to be a significant predictor of first-grade reading scores and the Draw-A-Design subtest emerged as a significant predictor of first-grade math achievement for the MA-S children, whereas the Boehm consistently emerged as a significant predictor and accounted for substantially more variance in first-grade reading and math scores for the AA-E and MA-E children. For all three groups, beginning kindergarten measures accounted for more variance in first-grade achievement than end of kindergarten measures. The importance of utilizing language measures, as well as predictive validity techniques, was discussed in relation to future cross-cultural research.  相似文献   

13.
The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy.  相似文献   

14.
Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.  相似文献   

15.
This study examined how parents supported children’s writing and math and whether parents’ support predicted children’s academic skills from the beginning of pre-kindergarten to the end of kindergarten. Two hundred ten Chilean parents from low-income households were observed playing a grocery game with their preschoolers (M = 53 months). The grocery game (a game where dyads make a grocery list together and shop at a pretend store) could be used to foster writing and mathematics. Coders noted how often parents engaged in writing support, provided math support, and displayed directiveness (i.e., taking over the child’s activity). Children’s literacy and math skills were assessed at the beginning of pre-kindergarten and the end of kindergarten. Research Findings. Parents engaged in little writing support but displayed moderate levels of math support and high levels of directiveness in the grocery game. Parents’ math support uniquely predicted gains in children’s math skills, while parents’ directiveness negatively predicted gains in children’s literacy skills. Practice or Policy. Results from this study have the potential to inform parent-focused interventions. Findings highlight the need to provide parents with specific strategies to support their children’s literacy and math development and guidance about embedding these strategies into family routines.  相似文献   

16.
Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and spring of the preschool year (73% were enrolled in Head Start). Residential mobility was significantly and negatively associated with fall inhibitory control and fall math and literacy. Significant indirect effects of mobility were found for spring math and literacy through inhibitory control and fall achievement. Specifically, the negative relation between mobility and spring math and literacy was partially explained by lower scores on fall inhibitory control and academic skills. Practice or Policy: The current study contributes to the existing literature by specifying pathways linking frequent moves and achievement for young children. Policy implications are discussed.  相似文献   

17.
The purpose of this study was to examine whether the same component processes are involved in reading acquisition for children with varying levels of proficiency in English in kindergarten and the first grade. The performance of 858 children was examined on tasks assessing basic literacy skills, phonological processing, verbal memory, and syntactic awareness. There were 727 children who were native English speakers (NS children) and 131 children who spoke English as a second language (ESL children). Although ESL children performed more poorly than NS children on most measures of phonological and linguistic processing in kindergarten and first grade, the acquisition of basic literacy skills for children from both language groups developed in a similar manner. Furthermore, alphabetic knowledge and phonological processing were important contributors to early reading skill for children from both language groups. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English.  相似文献   

18.
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.  相似文献   

19.
One hundred and ten English‐speaking children schooled in French were followed from kindergarten to Grade 2 (Mage: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, 2002 ) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle‐class parents.  相似文献   

20.
We examined whether the timing of executive function (EF) development was associated with growth in children's math achievement across eight measurement occasions from preschool through second grade. Using a prospective longitudinal sample of 351 children, we found that children who developed EF later, entered preschool with the lowest levels of math performance and did not catch-up to their intermediate or early EF developing counterparts despite exhibiting a similar math growth rate through second grade. This trend was also observed after controlling for children's biological sex, early language skills, and socioeconomic background. These findings suggest that developing EF late might place children at a unique risk for math difficulties independent of important child and family level characteristics and can provide insights for instructional strategies that take into account differences in children's EF development.  相似文献   

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