Linguistic environment of preschool classrooms: What dimensions support children’s language growth?

Early Childhood Research Quarterly - Tập 42 - Trang 79-92 - 2018
Laura M. Justice1, Hui Jiang1, Katherine Strasser2
1The Ohio State University, United States
2Pontificia Universidad Católica de Chile, Chile

Tài liệu tham khảo

Adamson, 2004, The development of symbol-infused joint engagement, Child Development, 75, 1171, 10.1111/j.1467-8624.2004.00732.x Asparouhov, 2009, Exploratory structural equation modeling, Structural Equation Modeling: A Multidisciplinary Journal, 16, 397, 10.1080/10705510903008204 Browne, 2001, An overview of analytic rotation in exploratory factor analysis, Multivariate Behavioral Research, 36, 111, 10.1207/S15327906MBR3601_05 Burchinal, 2010, Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs, Early Childhood Research Quarterly, 25, 166, 10.1016/j.ecresq.2009.10.004 Butler, 2016, Two- and 3-year-olds integrate linguistic and pedagogical cues in guiding inductive generalization and exploration, Journal of Experimental Child Psychology, 145, 64, 10.1016/j.jecp.2015.12.001 Cabell, 2011, The impact of teacher responsivity education on preschoolers' language and literacy skills, American Journal of Speech-Language Pathology, 20, 315, 10.1044/1058-0360(2011/10-0104) Cabell, 2015, Teacher–child conversations in preschool classrooms: contributions to children's vocabulary development, Early Childhood Research Quarterly, 30, 80, 10.1016/j.ecresq.2014.09.004 Dickinson, 2007, Building support for language and early literacy in preschool classrooms through in-service professional development: effects of the Literacy Environment Enrichment Program (LEEP), Early Childhood Research Quarterly, 22, 243, 10.1016/j.ecresq.2007.03.001 Dickinson, 1994, Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension, Reading Research Quarterly, 105 Dodge, 2002 Dunn, 1997 Dunn, 2007 Early, 2017, Improving teacher-child interactions: A randomized control trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models, Early Child Res Q, 38, 57, 10.1016/j.ecresq.2016.08.005 Enders, 2010 Farkas, 2004, The detailed age trajectory of oral vocabulary knowledge: Differences by class and race, Social Science Research, 33, 464, 10.1016/j.ssresearch.2003.08.001 Fey, 1993, Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation, Journal of Speech, Language, and Hearing Research, 36, 141, 10.1044/jshr.3601.141 Girolametto, 2002, Responsiveness of child care providers in interactions with toddlers and preschoolers, Language, Speech, and Hearing Services in Schools, 33, 268, 10.1044/0161-1461(2002/022) Girolametto, 1996, Interactive focused stimulation for toddlers with expressive vocabulary delays, Journal of Speech, Language, and Hearing Research, 39, 1274, 10.1044/jshr.3906.1274 Girolametto, 2000 Girolametto, 2003, Training day care staff to facilitate children's language, American Journal of Speech-Language Pathology, 12, 299, 10.1044/1058-0360(2003/076) Graham, 2012 Grassmann, 2009, Two-year-olds exclude novel objects as potential referents of novel words based on pragmatics, Cognition, 112, 488, 10.1016/j.cognition.2009.06.010 Hamre, 2010, Implementation fidelity of MyTeachingPartner literacy and language activities: association with preschoolers' language and literacy growth, Early Childhood Research Quarterly, 25, 329, 10.1016/j.ecresq.2009.07.002 Hamre, 2012, A course on effective teacher-child interactions effects on teacher beliefs, knowledge, and observed practice, American Educational Research Journal, 49, 88, 10.3102/0002831211434596 Hamre, 2014, Evidence for general and domain‐specific elements of teacher–child interactions: Associations with preschool children's development, Child Development, 85, 1257, 10.1111/cdev.12184 Hayiou-Thomas, 2012, The etiology of variation in language skills changes with development: A longitudinal twin study of language from 2 to 12 years, Developmental Science, 15, 233, 10.1111/j.1467-7687.2011.01119.x Hoff, 2002, How children use input to acquire a lexicon, Child Development, 73, 418, 10.1111/1467-8624.00415 Hoff, 2003, The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech, Child Development, 74, 1368, 10.1111/1467-8624.00612 Huttenlocher, 2002, Language input and child synta, Cognitive Psychology, 45, 337, 10.1016/S0010-0285(02)00500-5 Justice, 2008, Quality of language and literacy instruction in preschool classrooms serving at-risk pupils, Early Childhood Research Quarterly, 23, 51, 10.1016/j.ecresq.2007.09.004 Justice, 2013, Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils, Early Childhood Research Quarterly, 28, 496, 10.1016/j.ecresq.2013.02.005 Keys, 2013, Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics, Child Development, 84, 1171, 10.1111/cdev.12048 Konishi, 2014, Six Principles of language development: Implications for second language Learners, Developmental Neuropsychology, 39, 404, 10.1080/87565641.2014.931961 Landry, 2001, Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?, Developmental Psychology, 37, 387, 10.1037/0012-1649.37.3.387 Landry, 2006, Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills, Developmental Psychology, 42, 627, 10.1037/0012-1649.42.4.627 LoCasale-Crouch, 2007, Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics, Early Childhood Research Quarterly, 22, 3, 10.1016/j.ecresq.2006.05.001 LoCasale-Crouch, 2016, Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice, Early Childhood Research Quarterly, 36, 201, 10.1016/j.ecresq.2015.12.022 Maas, 2005, Sufficient sample sizes for multilevel modeling, Methodology, 1, 86, 10.1027/1614-2241.1.3.86 Marcus, 1999, Rule learning by seven-month-old infants, Science, 283, 77, 10.1126/science.283.5398.77 Mashburn, 2008, Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills, Child Development, 79, 732, 10.1111/j.1467-8624.2008.01154.x Mashburn, 2016, Evaluating the validity of classroom observations in the head start designation renewal system, Educational Psychologist, 1 Meredith, 1990, Latent curve analysis, Psychometrika, 55, 107, 10.1007/BF02294746 Muthén, 2005 NICHD Early Child Care Research Network, 2002, Child-care structure→ process→ outcome: Direct and indirect effects of child-care quality on young children's development, Psychological Science, 13, 199, 10.1111/1467-9280.00438 Nicely, 1999, Mothers’ attuned responses to infant affect expressivity promote earlier achievement of language milestones, Infant Behavior and Development, 22, 557, 10.1016/S0163-6383(00)00023-0 Pianta, 2008 Piasta, 2012, Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity, Early Childhood Research Quarterly, 27, 387, 10.1016/j.ecresq.2012.01.001 Powell, 2010, Effects of an early literacy professional development intervention on head start teachers and children, Journal of Educational Psychology, 102, 299, 10.1037/a0017763 Proctor-Williams, 2007, Recast density and acquisition of novel irregular past tense verbs, Journal of Speech, Language, and Hearing Research, 50, 1029, 10.1044/1092-4388(2007/072) Rowe, 2012, The pace of vocabulary growth helps predict later vocabulary skill, Child Development, 83, 508, 10.1111/j.1467-8624.2011.01710.x Sabol, 2015, Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs, Early Childhood Research Quarterly, 30, 183, 10.1016/j.ecresq.2014.03.004 Saffran, 2003, From syllables to syntax: Multilevel statistical learning by 12-month-old infants, Infancy, 4, 273, 10.1207/S15327078IN0402_07 Saffran, 2003, Statistical language learning mechanisms and constraints, Current Directions in Psychological Science, 12, 110, 10.1111/1467-8721.01243 Scott-Little, 2006, Conceptualization of readiness and the content of early learning standards: The intersection of policy and research?, Early Childhood Research Quarterly, 21, 153, 10.1016/j.ecresq.2006.04.003 Spinath, 2004, The genetic and environmental origins of language disability and ability, Child Development, 75, 445, 10.1111/j.1467-8624.2004.00685.x Tamis-LeMonda, 2001, Maternal responsiveness and children's achievement of language milestones, Child Development, 72, 748, 10.1111/1467-8624.00313 Tamis-LeMonda, 2014, Why is infant language learning facilitated by parental responsiveness, Current Directions in Psychological Science, 23, 121, 10.1177/0963721414522813 Tomasello, 1995, Two-year-olds use pragmatic cues to differentiate reference to objects and actions, Cognitive Development, 10, 201, 10.1016/0885-2014(95)90009-8 Wasik, 2001, Beyond the pages of a book: Interactive book reading and language development in preschool classrooms, Journal of Educational Psychology; Journal of Educational Psychology, 93, 243, 10.1037/0022-0663.93.2.243 Wiig, 2004 Yoder, 1999, Maternal responsivity mediates the relationship between prelinguistic intentional communication and later language, Journal of Early Intervention, 22, 126, 10.1177/105381519902200205 Zimmerman, 2009, Teaching by listening: The importance of adult-child conversations to language development, Pediatrics, 124, 342, 10.1542/peds.2008-2267 Zucker, 2010, Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading, Early Childhood Research Quarterly, 25, 65, 10.1016/j.ecresq.2009.07.001