Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children's Language and Literacy Outcomes

Autor/in	Farley, Kristin S.
Titel	Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children's Language and Literacy Outcomes
Quelle	(2018), (208 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-8986-5
Schlagwörter	Hochschulschrift; Dissertation; Profiles; Reading Achievement; Language Acquisition; Literacy Education; Correlation; Teaching Methods; Educational Opportunities; Early Childhood Education; Language Skills; Predictor Variables; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Charakterisierung; Profilanalyse; Leseleistung; Sprachaneignung; Spracherwerb; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsangebot; Bildungschance; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Language skill; Sprachkompetenz; Prädiktor; Lernleistung; Schulerfolg
Abstract	Teaching is a complex practice that is typically evaluated in terms of quantity or quality of learning opportunities. Particular attention is often given to children's language and literacy learning opportunities as these are known to be the foundation for children's later reading success. However, prior research has largely overlooked the possibility that both are important. The purpose of this study was to examine the interplay between the quantity and quality of language and literacy learning opportunities based on domain-specific indicators of quantity and quality and links between this interplay and children's language and literacy outcomes. Results indicated that quantity and quality are positively correlated and have particularly strong domain-specific associations. Latent profile analysis identified five profiles of language and literacy learning opportunities that exhibited domain-specific variability, and multinomial logistic regression results indicated that some classroom, educator, and program characteristics predicted profile membership. Finally, regression results indicated that children's outcomes, though not their gains, distinguished some profiles. Although this study left many questions regarding the connections between children's outcomes and the interplay between the quantity and quality of learning opportunities, it provided a more detailed examination of classroom practices which suggest that quantity and quality share a more complex relationship than has previously been considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01