Examining the Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program

Autor/inn/en	Bingham, Gary E.; Phelps, Chavez; Dean, Meghan P.
Titel	Examining the Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program
Quelle	In: Elementary School Journal, 123 (2023) 3, S.367-395 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/723372
Schlagwörter	Preschool Children; Elementary School Students; Blacks; African American Students; Grade 1; Kindergarten; Federal Programs; Low Income Students; Social Services; Early Childhood Education; Program Effectiveness; Social Emotional Learning; Literacy; Language Skills; Achievement Gains + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Social service; Soziale Dienstleistung; Soziale Dienste; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Achievement gain; Leistungssteigerung
Abstract	This study examined the literacy trajectories of 185 Head Start-eligible Black children from preschool to first grade enrolled in a high-quality early learning program physically connected to an elementary school where they attended kindergarten and first grade. Social emotional, language, and literacy skills were assessed in the fall and spring of the school year in preschool and prekindergarten (PreK) and the fall only in kindergarten and first grade. Children made literacy and language gains in early childhood that were maintained into first grade. Although children in the connected early learning/elementary experience performed above peers on language and literacy skills, only differences in language skills reached significance. Advantages in kindergarten were gone by first grade as comparison children evidenced improvement of language skills that narrowed the performance gap. Findings point to the importance of creating clear academic pathways for young learners that prioritize instructional opportunities designed to maintain positive learning trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01