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Autor/inn/en | Bleses, Dorthe; Højen, Anders; Justice, Laura M.; Dale, Philip S.; Dybdal, Line; Piasta, Shayne B.; Markussen-Brown, Justin; Clausen, Marit; Haghish, E. F. |
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Titel | The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark |
Quelle | In: Child Development, 89 (2018) 4, (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12859 |
Schlagwörter | Language Skills; Child Language; Language Acquisition; Intervention; Literacy Education; Story Reading; Preschool Children; Faculty Development; Preschool Teachers; Predictor Variables; Family Environment; Parents as Teachers; Comparative Analysis; Child Care Centers; Fidelity; Outcomes of Education; Indo European Languages; Foreign Countries; Denmark Language skill; Sprachkompetenz; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Prädiktor; Familienmilieu; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lernleistung; Schulerfolg; Indoeuropäisch; Ausland; Dänemark |
Abstract | The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home-based program for parents. Pre- to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (d = 0.21-0.27) but not language skills (d = 0.04-0.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real-world research and practice are considered. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |