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ERIC Number: ED530635
Record Type: Non-Journal
Publication Date: 2012
Pages: 11
Abstractor: ERIC
Reference Count: 29
The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers
Gosse, Carolyn S.; McGinty, Anita S.; Mashburn, Andrew J.; Invernizzi, Marcia
Society for Research on Educational Effectiveness
The purpose of this study is to contribute to the limited research base on the complex relationships between classroom supports and language development by addressing two research aims. The first aim is to determine the unique association between relational support and and instructional support and preschoolers' language development. The second aim is to determine whether this association is moderated by initial language ability. This second aim expands previous research by examining whether classroom supports may be particularly protective for children who begin preschool with low language skills and are at risk of difficulty acquiring literacy. (Contains 1 table and 2 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Virginia