Kindergarten Impacts of a Preschool Language-Focused Intervention

Autor/inn/en	Johanson, Megan; Justice, Laura M.; Logan, Jessica
Titel	Kindergarten Impacts of a Preschool Language-Focused Intervention
Quelle	In: Applied Developmental Science, 20 (2016) 2, S.94-107 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2015.1074050
Schlagwörter	Kindergarten; Preschool Education; Language Skills; Intervention; Low Income Groups; Faculty Development; Teacher Effectiveness; Teaching Methods; Early Intervention; Control Groups; Experimental Groups; Comparative Analysis; Video Technology; Language Tests; Pretests Posttests; Expressive Language; Vocabulary; Word Recognition; Reading Comprehension; Statistical Analysis; Randomized Controlled Trials; Hierarchical Linear Modeling; Achievement Tests; Clinical Evaluation of Language Functions; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Language skill; Sprachkompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Wortschatz; Worterkennung; Leseverstehen; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding, and reading comprehension, for children exposed to the language-focused intervention "Learning Language and Loving It" (LLLI; Weitzman & Greenberg, 2002) during preschool. End of kindergarten skills were examined, comparing children whose teachers implemented LLLI (n = 25) or business-as-usual (BAU) instruction (n = 24). Hierarchical linear modeling results showed the LLLI intervention to have significant effects on children's decoding and reading comprehension in kindergarten for children who had high levels of language skill at preschool, as compared to their counterparts in the BAU condition. Study findings therefore indicate that preschool language-focused interventions may primarily benefit children with higher skill levels. This suggests the need to explore avenues for addressing the needs of children with relatively low language skills during preschool and the eventual transition to reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11