ERIC Number: EJ1101168
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 62
Associations among Preschool Children's Classroom Literacy Environment, Interest and Engagement in Literacy Activities, and Early Reading Skills
Baroody, Alison E.; Diamond, Karen E.
Journal of Early Childhood Research, v14 n2 p146-162 Jun 2016
This study examines the relations among the classroom literacy environment, children's interest and engagement in literacy activities, and children's early reading skills in a sample of 167 children aged 4 and 5 years enrolled in 31 Head Start classrooms. Researchers rated the classroom literacy environment. Teachers reported on children's interest in literacy activities and observers reported on children's engagement in literacy activities during large group and free play. Researchers directly assessed children's early reading skills: phonological awareness, letter-word knowledge, and expressive vocabulary. Classroom literacy environment was indirectly associated with some early reading skills via child literacy interest and engagement. Different associations were found for literacy engagement during large group compared to literacy engagement during free play. The implications of the findings are discussed, as are directions for future research.
Descriptors: Preschool Children, Reading, Reading Instruction, Reading Skills, Early Reading, Classroom Environment, Literacy, Literacy Education, School Readiness, Federal Programs, Early Childhood Education, Disadvantaged Youth, Low Income, Early Intervention, Holistic Approach, Learner Engagement, Student Interests, Phonological Awareness, Vocabulary, Play, Reading Achievement, Correlation, Questionnaires, Rural Schools, Urban Schools, Classroom Observation Techniques, Bayesian Statistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement