Associations among Preschool Children's Classroom Literacy Environment, Interest and Engagement in Literacy Activities, and Early Reading Skills

Autor/inn/en	Baroody, Alison E.; Diamond, Karen E.
Titel	Associations among Preschool Children's Classroom Literacy Environment, Interest and Engagement in Literacy Activities, and Early Reading Skills
Quelle	In: Journal of Early Childhood Research, 14 (2016) 2, S.146-162 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X14529280
Schlagwörter	Preschool Children; Reading; Reading Instruction; Reading Skills; Early Reading; Classroom Environment; Literacy; Literacy Education; School Readiness; Federal Programs; Early Childhood Education; Disadvantaged Youth; Low Income; Early Intervention; Holistic Approach; Learner Engagement; Student Interests; Phonological Awareness; Vocabulary; Play; Reading Achievement; Correlation; Questionnaires; Rural Schools; Urban Schools; Classroom Observation Techniques; Bayesian Statistics; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseprozess; Lesen; Leseunterricht; Reading skill; Lesefertigkeit; Frühlesen; Klassenklima; Unterrichtsklima; Alphabetisierung; Schreib- und Lesefähigkeit; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Niedriglohn; Holistischer Ansatz; Studieninteresse; Wortschatz; Spiel; Leseleistung; Korrelation; Fragebogen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt
Abstract	This study examines the relations among the classroom literacy environment, children's interest and engagement in literacy activities, and children's early reading skills in a sample of 167 children aged 4 and 5 years enrolled in 31 Head Start classrooms. Researchers rated the classroom literacy environment. Teachers reported on children's interest in literacy activities and observers reported on children's engagement in literacy activities during large group and free play. Researchers directly assessed children's early reading skills: phonological awareness, letter-word knowledge, and expressive vocabulary. Classroom literacy environment was indirectly associated with some early reading skills via child literacy interest and engagement. Different associations were found for literacy engagement during large group compared to literacy engagement during free play. The implications of the findings are discussed, as are directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01