Early literacy support in institutional settings. A comparison of quality of support at the classroom level and at the individual child level.

Autor/inn/en	Kuger, Susanne; Rossbach, Hans-Günther; Weinert, Sabine
Titel	Early literacy support in institutional settings. A comparison of quality of support at the classroom level and at the individual child level.
Quelle	Aus: Pfost, Maximilian (Hrsg.); Artelt, Cordula (Hrsg.); Weinert, Sabine (Hrsg.): The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies. Bamberg: Univ. of Bamberg Press (2013) S. 63-92Verfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
Schlagwörter	Empirische Untersuchung; Vergleich; Kind; Kindergarten; Kindertagesstätte; Vorschulerziehung; Grundschule; Individualisierung; Indikator; Sprachentwicklung; Sprachförderung; Regressionsanalyse; Leseförderung; Lesekompetenz; Migrationshintergrund; Leistungsmessung; Qualität; Deutschland
Abstract	Children's literacy skills and their antecedents start developing very early in life. Next to the family setting, preschools are an important learning context for children prior to school enrollment. Overall, research results point to a strong influence of the quality of stimulation in the classroom on children's literacy development. Yet, a detailed research review reveals that some aspects are more important, whereas others are less important for domain-specific learning support. The research field displays a number of different ways to define educational quality and provides about equally manifold methods to assess it. Most methods that assess educational quality employ observational instruments to measure the quality of stimulation in the classroom as a whole or the quality of stimulation that is experienced by a single child. The two levels of measurement assess different aspects of educational quality, and they are partially independent of each other, yet both are predictive of children's literacy development. This chapter analyzes single and combined longitudinal relations between quality at the classroom level and at the single child level as well as later reading literacy in a sample of 45 preschool children from the beginning of preschool to the end of the second grade in primary school. Results show that both levels of measurement predict reading literacy in primary school independently of each other but even better when the two measures are combined. Implications for further research and preschool practice are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4