Relating Preschool Quality to Children's Literacy Development

Autor/in	Cunningham, Denise D.
Titel	Relating Preschool Quality to Children's Literacy Development
Quelle	In: Early Childhood Education Journal, 37 (2010) 6, S.501-507 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-009-0370-8
Schlagwörter	Emergent Literacy; Preschool Children; Educational Quality; Urban Schools; Classroom Environment; Correlation + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenklima; Unterrichtsklima; Korrelation
Abstract	Preschool classrooms were investigated to determine the extent to which quality is related to children's literacy development. The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest that global classroom quality and literacy environment quality are strongly related. Literacy environment quality and children's literacy abilities are also related. Differences in classroom quality were found to have an impact on children's literacy scores--the higher the quality, the higher the scores. This article also describes lessons learned from the investigation and provides suggestions for teachers and administrators for improving quality to enhance literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10