Relation between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities

Autor/inn/en	Dickinson, David K.; Porche, Michelle V.
Titel	Relation between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities
Quelle	In: Child Development, 82 (2011) 3, S.870-886 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01576.x
Schlagwörter	Reading Comprehension; Play; Low Income; Child Language; Word Recognition; Reading Ability; Kindergarten; Preschool Teachers; Low Income Groups; Language Acquisition; Language Enrichment; Preschool Education; Grade 4; Language Skills; Longitudinal Studies; Family Influence; Reading Instruction; Vocabulary + Suchen Sie Ihr Suchwort? Leseverstehen; Spiel; Niedriglohn; 'Children''s language'; Kindersprache; Worterkennung; Reading competence; Lesekompetenz; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; School year 04; 4. Schuljahr; Schuljahr 04; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseunterricht; Wortschatz
Abstract	Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age = 9; 7), with effects mediated by kindergarten child language measures (mean age = 5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10