Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities.

@article{Dickinson2011RelationBL,
  title={Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities.},
  author={David K. Dickinson and Michelle V. Porche},
  journal={Child development},
  year={2011},
  volume={82 3},
  pages={
          870-86
        }
}
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… Expand
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.
TLDR
Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. Expand
Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development
Abstract This study used a novel method to examine the volume and quality of teacher–child conversations within 44 preschool classrooms. Small group play sessions were transcribed, parsed intoExpand
The Relationship of Head Start Teachers’ Academic Language Use and Children’s Receptive Vocabulary
ABSTRACT Research Findings: This study examines lexical- and sentence-level dimensions of academic language to describe teachers’ natural use of academic language and its association with vocabularyExpand
Supporting Children’s Oral Language Development in the Preschool Classroom
Supporting children’s oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engageExpand
Early-adolescents' reading comprehension and the stability of the middle school classroom-language environment.
TLDR
It is suggested that the middle school classroom language environment plays a significant role in the reading comprehension of adolescent learners. Expand
Associations of Home and Classroom Environments with Head Start Children's Code-Related and Oral Language Skills
ABSTRACT This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroomExpand
Preschool teachers' language and vocabulary knowledge: Development and predictive associations for a new measure.
TLDR
Preliminary investigation of associations between knowledge and teachers' self-reported practices, observed instructional time allocation, and the quality of classroom language environments were mixed, and promise for a new measure of preschool teachers' knowledge about language and vocabulary development is indicated. Expand
Preschool teachers' use of discourse practices with Spanish-speaking dual language learners
Abstract Preschool teachers should use specific discourse strategies to meet the unique needs of dual language learners (DLLs). The absence of research on teachers' use of discourse strategies withExpand
Enhancing preschool children's vocabulary: Effects of teacher talk before, during and after shared reading
Abstract This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacherExpand
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Abstract Adult interactions with young children provide important language experiences necessary for children to develop the early precursor skills to be ready to read. This study examines theExpand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 93 REFERENCES
Preschool instruction and children's emergent literacy growth
Preschoolers’ (N 156) classroom language and literacy experiences, defined across multiple dimensions, and their vocabulary and emergent literacy development were investigated. Videotaped classroomExpand
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories
Abstract Children's experiences with their parents and teachers were related to the acquisition of academic skills from preschool through second grade. Individual and group growth curves wereExpand
The Effects of a Language and Literacy Intervention on Head Start Children and Teachers
A language and literacy intervention was implemented in 10 Head Start classrooms. Teachers were trained in specific book reading and conversation strategies. The focus of the intervention was toExpand
Beyond the Pages of a Book : Interactive Book Reading and Language Development in Preschool Classrooms
The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books toExpand
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension.
Long-term effects of preschool teachers' book reading on low-income children's vocabulary and story comprehension THE AUTHORS examined patterns of talk about books in 25 classrooms serving 4-year-oldExpand
Prediction of school outcomes based on early language production and socioeconomic factors.
TLDR
Results indicated that SES-related differences in child language prior to school were predictive of subsequent verbal ability, receptive and spoken language, and academic achievement assessed on standardized tests in kindergarten through grade 3, however, none of the predictor variables were related to direct measures of elementary schooling. Expand
The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.
TLDR
Evidence is provided that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade, consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences. Expand
Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
TLDR
This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade, demonstrating that there is a high degree of continuity over time of both code- related and Oral language abilities. Expand
The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children
This article describes 2 points of view about the relationship between oral-language and literacy skills: The phonological sensitivity approach posits that vocabulary provides the basis forExpand
A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading
Abstract The authors examined the effects of storybook reading on the acquisition of vocabulary of 36 preschool children who had poor expressive vocabulary skills, averaging 13 months behindExpand
...
1
2
3
4
5
...