Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories From Pre-Kindergarten Through Fifth Grade.
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in...
| Publicado en: | Developmental Psychology Vol. 58; no. 6; pp. 1066 - 1083 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
Jun2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=157458492&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 157458492 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Jun2022 vid: 58 iid: 6 pid: 34 pub: American Psychological Association artinfo: ui: 157458492 10.1037/dev0001080 ppf: 1066 ppct: 17 formats: tig: atl: Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories From Pre-Kindergarten Through Fifth Grade. aug: au: Vernon-Feagans, Lynne Carr, Robert C. Bratsch-Hines, Mary Willoughby, Michael affil: School of Education, University of North Carolina at Chapel Hill Center for Child and Family Policy, Sanford School of Public Policy, Duke University Lastinger Center, University of Florida Education and Workforce Development, RTI International. Research Triangle Park, North Carolina, United States su: North Carolina School environment Literacy Mothers Teaching Rural conditions Language & languages Task performance Language acquisition Preschools Vocabulary Elementary schools School children Mother-child relationship Reading Children Surveys Books Descriptive statistics Video recording sug: subj: School environment Literacy Mothers Teaching Rural conditions Language & languages Task performance Language acquisition Preschools Vocabulary Elementary schools School children Mother-child relationship Reading Children North Carolina Book stores and news dealers Book Stores Book, Periodical, and Newspaper Merchant Wholesalers Book, periodical and newspaper merchant wholesalers Elementary and Secondary Schools Child Day Care Services Surveys Books Descriptive statistics Video recording keyword: book sharing classroom instructional quality literacy development maternal language input rural book sharing classroom instructional quality literacy development maternal language input rural ab: Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in re]ation to children's eariy language skills and later literacy skills across elementary school. The current study examined how multiple years of early maternal language input from 6 to 36 months and later classroom instructional quality from pre-kindergarten (pre-K) through fifth grade were related to children's early language at 36 months and later literacy trajectories in word recognition and reading comprehension across elementary school. The study included a diverse, population-representative sample of 1,292 children who were born in low-wealth rural communities and followed through fifth grade. Video recordings and subsequent transcripts of mother-child shared picture book tasks in the home at four timepoints during early childhood were used to assess maternal diversity of vocabulary, utterance complexity. and engagement (wh-questions) during book sharing, The quality of instruction in elementary school was assessed using classroom observations from pre-K through fifth grade. Maternal complexity and engagement were indirectly related to children's literacy trajectories across pre-K to fifth grade through effects on early child language at 36 months. Higher-quality classroom instruction was not reliably related to concurrent literacy skills in pre-K through fifth grade. Findings suggested the enduring importance of early maternal language input in predicting children's early language and later literacy skill development during elementary school. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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