The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

Autor/inn/en	Cabell, Sonia Q.; Justice, Laura M.; Piasta, Shayne B.; Curenton, Stephanie M.; Wiggins, Alice; Turnbull, Khara Pence; Petscher, Yaacov
Titel	The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills
Quelle	In: American Journal of Speech-Language Pathology, 20 (2011) 4, S.315-330 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2011/10-0104)
Schlagwörter	Intervention; Emergent Literacy; Vocabulary Development; Language Skills; Preschool Children; Early Childhood Education; Young Children; Control Groups; Experimental Groups; Teachers; Statistical Analysis; Models; Professional Development; Oral Language; Scores; Preschool Education; Socioeconomic Status; Federal Programs; Disadvantaged Youth; Low Income; School Readiness; Early Intervention; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Wortschatzarbeit; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Analogiemodell; Oral interpretation; Mündlicher Sprachgebrauch; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Niedriglohn; Readiness for school; School ability; Schulreife
Abstract	Purpose: This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular. Method: In this randomized controlled trial, preschool centers were assigned to a responsivity education intervention (n = 19 centers, 25 teachers, and 174 children) or a "business-as-usual" control condition (n = 19 centers, 24 teachers, and 156 children). Teachers within the intervention centers received training focused on a set of strategies designed to promote children's engagement and participation in extended conversational interactions across the school day. Results: Hierarchical linear models showed no main effects on children's language skills, although moderating effects were observed such that the intervention appeared to have positive effects for children with relatively high initial language abilities. In addition, teacher use of responsivity strategies was positively associated with vocabulary development. With regard to children's literacy skills, there was a significant main effect of the intervention on print-concept knowledge. Conclusions: Although teacher responsivity education is viewed as benefitting children's language and literacy development, the impacts of this type of intervention on children's skills warrant further investigation. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10