ERIC Number: EJ928912
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Relation between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities
Dickinson, David K.; Porche, Michelle V.
Child Development, v82 n3 p870-886 May-Jun 2011
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age = 9; 7), with effects mediated by kindergarten child language measures (mean age = 5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.
Descriptors: Reading Comprehension, Play, Low Income, Child Language, Word Recognition, Reading Ability, Kindergarten, Preschool Teachers, Low Income Groups, Language Acquisition, Language Enrichment, Preschool Education, Grade 4, Language Skills, Longitudinal Studies, Family Influence, Reading, Reading Instruction, Vocabulary
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Grade 4; Kindergarten; Preschool Education
Authoring Institution: N/A