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Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties 总被引：1，自引：0，他引：1
Sonia Q. Cabell Laura M. JusticeTimothy R. Konold Anita S. McGinty 《Early childhood research quarterly》2011,26(1):1
The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement. 相似文献
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Reading and Writing - Writing is essential for communication in literate societies, and its successful acquisition and development is central to academic achievement. Beginning in early childhood,... 相似文献
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Karen L. Ford Sonia Q. Cabell Timothy R. Konold Marcia Invernizzi Lauren B. Gartland 《Reading and writing》2013,26(6):889-912
This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students’ individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. 相似文献
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Shayne B. Piasta Laura M. Justice Sonia Q. Cabell Alice K. Wiggins Khara Pence Turnbull Stephanie M. Curenton 《Early childhood research quarterly》2012
The present study investigated the effect of professional development (PD) on preschool teachers’ conversational responsivity in the classroom, defined as teachers’ use of strategies to promote children's participation in extended conversational exchanges (communication-facilitating strategies) and exposure to advanced linguistic models (language-developing strategies), and the resultant impact on proximal child language outcomes. We randomly-assigned 49 preschool teachers to receive 15–20 h of such PD (PD; n = 25) or to a comparison condition (n = 24). Growth curve analysis indicated that trained teachers used significantly more communication-facilitating strategies across the year but no such difference for language-developing strategies. Moreover, children in these classrooms showed greater linguistic productivity and complexity in their talk. These findings suggest that PD may alter some aspects of teachers’ conservational responsivity responsible for increasing the amount and complexity of child language. Alteration of some strategies, however, may require more intensive PD efforts. 相似文献
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Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities 总被引：2，自引：0，他引：2
Sonia Q. Cabell Jamie DeCosterJennifer LoCasale-Crouch Bridget K. HamreRobert C. Pianta 《Early childhood research quarterly》2013
This exploratory study examined the extent to which the effectiveness of instructional interactions varies among classroom social settings (i.e., large group, free choice, meals, and routines), learning activities (i.e., shared reading, literacy, math, science, social studies, and esthetics), or their combination. Participants were 314 preschool teachers primarily serving children from low-income backgrounds. Instructional interactions were measured in multiple cycles across one day of classroom observation as teachers engaged in a variety of settings and learning activities. Linear mixed models indicated that the effectiveness of teachers’ instructional interactions was generally higher in the large group setting than in free choice, meals, and routine settings. When considering settings and learning activities in combination, teachers displayed the most effective global instructional interactions when leading science activities in large group or free choice settings, and the most effective literacy-focused interactions during large group literacy activities. 相似文献
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Robert C. Pianta Jamie DeCoster Sonia Cabell Margaret Burchinal Bridget K. Hamre Jason Downer Jennifer LoCasale-Crouch Amanda Williford Carollee Howes 《Early childhood research quarterly》2014
The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators. 相似文献
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C. Melanie Schuele PhD Laura M. Justice Sonia Q. Cabell Kathy Knighton Beverly Kingery Marvin W. Lee 《Early education and development》2013,24(5):726-752
Research Findings: This study reports on the outcomes of a multisite, two-tiered, response-to-intervention instructional model for delivering phonological awareness instruction and intervention to kindergartners. Fifty-seven kindergartners from 3 classrooms participated in a supplemental phonological awareness program, and 56 kindergartners from 3 classrooms received the prevailing school-adopted literacy curriculum. All children in the supplemental condition received supplemental classroom-based phonological awareness instruction in addition to the adopted literacy curriculum. At mid-year, 6 low literacy achievers were identified in each supplemental classroom (n = 18) to participate in an additional 12-week small-group intervention. The classroom-based supplemental curriculum did not produce statistically significant gains for typically achieving children on measures of letter–sound knowledge, word recognition, or developmental spelling. However, an add-on tier of supplemental instruction exerted a substantial advantage for low-achieving children on a measure of developmental spelling. Practice or Policy: Results suggest that a 2-tiered intervention model provides an effective means for improving the literacy outcomes of low-achieving kindergarten children. 相似文献
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Kristen Roorbach Jamison Sonia Q. Cabell Jennifer LoCasale-Crouch Bridget K. Hamre Robert C. Pianta 《Early education and development》2014,25(4):553-572
Research Findings: The growing body of literature demonstrating the importance of quality interactions with caregivers to infant development coupled with the increasing number of infants spending time in classroom settings highlights the need for a measure of interpersonal relationships between infants and caregivers. This article introduces a new measure of quality in infant classrooms based on the Classroom Assessment Scoring System (CLASS) framework. This measure focuses on teacher–infant interactions with the goal of understanding how these proximal process features can be assessed in this environment. Results from a small pilot study of 30 infant classrooms indicated that the CLASS–Infant demonstrated adequate variability as well as expected convergent and divergent validity with the most commonly used infant child care quality measure. The dimensions of the measure composed a single construct of classroom quality based on teacher–infant interactions. Practice or Policy: Implications of using this measure as an assessment of center-based infant classroom quality and improving professional development are discussed. 相似文献