Prekindergarten Interactive Book Reading Quality and Children's Language and Literacy Development: Classroom Organization as a Moderator

Autor/inn/en	Cabell, Sonia Q.; Zucker, Tricia A.; DeCoster, Jamie; Melo, Carolina; Forston, Lindsay; Hamre, Bridget
Titel	Prekindergarten Interactive Book Reading Quality and Children's Language and Literacy Development: Classroom Organization as a Moderator
Quelle	In: Early Education and Development, 30 (2019) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1514845
Schlagwörter	Preschool Children; Preschool Education; Books; Story Reading; Language Acquisition; Emergent Literacy; Reading Skills; Reading Aloud to Others; Vocabulary Development; Expressive Language; Classroom Environment; Teacher Student Relationship; Ohio; Tennessee; North Carolina; Rhode Island; Illinois + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; Sprachaneignung; Spracherwerb; Frühleseunterricht; Reading skill; Lesefertigkeit; Wortschatzarbeit; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Research Findings: This study examined the association between interactive book reading quality and prekindergarten children's gains in language and literacy skills over the course of an academic year for 96 teachers and 417 children across multiple locations in the United States. Two moderators were examined, namely, children's initial skill level and teachers' classroom organization during an interactive read-aloud session. In keeping with prior research, interactive book reading quality, measured by examination of teachers' extratextual talk, was positively and significantly related to children's development of both language and literacy skills. Interactive book reading quality was not significantly moderated by children's initial skills, with the exception that interactive book reading quality appeared most beneficial to children's print knowledge for children entering prekindergarten with relatively low skill. The unique contribution of this study is that the association between interactive book reading quality and children's expressive vocabulary was dependent on an organized classroom during the book reading session. Practice or Policy: The quality of teachers' talk during interactive book reading may matter for children's vocabulary development only when reading sessions are characterized by relatively high classroom organization. Classroom organization should be an important consideration while planning for interactive book reading sessions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01