The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers

Autor/inn/en	Gosse, Carolyn S.; McGinty, Anita S.; Mashburn, Andrew J.; Hoffman, LaVae M.; Pianta, Robert C.
Titel	The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers
Quelle	In: Early Education and Development, 25 (2014) 1, S.110-133 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.778567
Schlagwörter	Expressive Language; Narration; Task Analysis; Preschool Children; Correlation; Hierarchical Linear Modeling; Skill Development; Faculty Development; Preschool Teachers; Literacy; At Risk Students; Role; Classroom Techniques; Classroom Observation Techniques; Surveys; Parent Attitudes; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Erzieher; Erzieherin; Kindergärtnerin; Alphabetisierung; Schreib- und Lesefähigkeit; Rollen; Klassenführung; Survey; Umfrage; Befragung; Elternverhalten
Abstract	The present study examined the extent to which preschool classroom supports--relational support (RS) and instructional support (IS)--are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers' development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10