Effects of Receiving Multiple Early Intervention Services on Children's Language, Literacy, and General Development

Autor/inn/en	Han, Jisu; Neuharth-Pritchett, Stacey
Titel	Effects of Receiving Multiple Early Intervention Services on Children's Language, Literacy, and General Development
Quelle	In: Early Child Development and Care, 189 (2019) 4, S.541-554 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1331220
Schlagwörter	Early Intervention; Emergent Literacy; Beginning Reading; Preschool Children; Low Income Students; Language Acquisition; Child Development; Reading Instruction; Reading Programs; Alphabets; Receptive Language; Writing Readiness; Reading Skills; School Readiness; Intelligence Tests; Verbal Ability; Vocabulary; Phonological Awareness; Literacy Education; Georgia; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Erstleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Kindesentwicklung; Leseunterricht; Buchstabenschrift; Rezeptive Kommunikationsfähigkeit; Reading skill; Lesefertigkeit; Readiness for school; School ability; Schulreife; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children, developmental outcomes of four-year-old children receiving varying numbers of intervention services were compared: Pre-Kindergarten only (pre-K), pre-K + Early Reading First (ERF), and pre-K + ERF + Head Start. Results indicated that the additive ERF service was related to gains in alphabet knowledge. Being in classrooms with the three intervention programmes was negatively associated with receptive vocabulary knowledge and name writing skills. Participating in additional intervention programmes was not a significant predictor of any of the general developmental outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01