Associations of Home and Classroom Environments with Head Start Children's Code-Related and Oral Language Skills

Autor/inn/en	Han, Jisu; Schlieber, Marisa; Gregory, Bradley
Titel	Associations of Home and Classroom Environments with Head Start Children's Code-Related and Oral Language Skills
Quelle	In: Journal of Education for Students Placed at Risk, 22 (2017) 4, S.200-219 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2017.1347044
Schlagwörter	Oral Language; Language Skills; Vocabulary Development; Expressive Language; Preschool Education; Emergent Literacy; Parent Child Relationship; Receptive Language; Preschool Children; Family Characteristics; Teacher Student Relationship; Mothers; Educational Attainment; Intervention; Surveys; Correlation; Hierarchical Linear Modeling; Phoneme Grapheme Correspondence; Educational Quality; Faculty Development; Low Income; Parenting Styles; Socioeconomic Status; Teacher Characteristics; Statistical Analysis; Intelligence Tests; Verbal Ability; Achievement Tests; Longitudinal Studies; Classroom Observation Techniques; Rating Scales; Disadvantaged Youth; Preschool Teachers; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Early Childhood Longitudinal Survey; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Wortschatzarbeit; Pre-school education; Vorschulerziehung; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rezeptive Kommunikationsfähigkeit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Mother; Mutter; Bildungsabschluss; Bildungsgut; Survey; Umfrage; Befragung; Korrelation; Quality of education; Bildungsqualität; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Intelligence test; Intelligenztest; Mündliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rating-Skala; Benachteiligter Jugendlicher; Erzieher; Erzieherin; Kindergärtnerin
Abstract	This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a unique and interactive role in supporting Head Start children's development of different sets of emergent literacy skills. Parental warmth was positively related to children's oral language skills (i.e., receptive and expressive vocabulary knowledge), and teachers' educational level and the quality of instructional support in the classroom were significantly associated with children's code-related skills (i.e., letter-name and letter-sound knowledge). Further, high-quality instructional support in the classroom buffered the negative influence of low maternal education on children's oral language skills. Interventions focusing on enhancing the quality of parent-child interactions, in addition to professional development for teachers designed to improve the quality of instructional support, may contribute to promoting the development of emergent literacy skills of young children from low-income families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01