Reducing the Matthew Effect: Lessons from the "ExCELL" Head Start Intervention

Autor/inn/en	Hindman, Annemarie H.; Erhart, Amber C.; Wasik, Barbara A.
Titel	Reducing the Matthew Effect: Lessons from the "ExCELL" Head Start Intervention
Quelle	In: Early Education and Development, 23 (2012) 5, S.781-806 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.549443
Schlagwörter	Early Childhood Education; Intervention; Preschool Education; Preschool Children; Preschool Teachers; Reading; Literacy; Vocabulary; Vocabulary Development; Individual Differences; Federal Programs; Disadvantaged Youth; Low Income; School Readiness; Early Intervention; Evaluation; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Leseprozess; Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatz; Wortschatzarbeit; Individueller Unterschied; Benachteiligter Jugendlicher; Niedriglohn; Readiness for school; School ability; Schulreife; Evaluierung
Abstract	Evidence shows that the Matthew effect is a persistent problem among early education interventions. The current study examined the degree to which the "ExCELL" ("Ex"ceptional "C"oaching for "E"arly "L"anguage and "L"iteracy) language and literacy professional development intervention for Head Start preschool teachers, shown in prior research to improve teacher quality and increase preschoolers' vocabulary skills, narrowed the vocabulary disparities between children with higher and lower knowledge at preschool entry. Research Findings: Results of a randomized control trial showed that the "ExCELL" program was more effective than a business-as-usual Head Start model at increasing the skills of children with the most limited vocabulary and reducing the Matthew effect, closing the gap between children with the lowest and highest initial vocabulary skills over the preschool year. Moreover, classroom instructional process quality in "ExCELL" settings was a key factor in this achievement. Practice or Policy: When teachers are trained to expose young children in poverty to high-quality classroom instruction (especially regarding process quality), preschoolers can learn substantial amounts of new vocabulary, and those with the lowest initial skills can begin to catch up to their more knowledgeable peers. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10