Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories from Pre-Kindergarten through Fifth Grade

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Autor/inn/en	Vernon-Feagans, Lynne; Carr, Robert C.; Bratsch-Hines, Mary; Willoughby, Michael
Titel	Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories from Pre-Kindergarten through Fifth Grade
Quelle	In: Developmental Psychology, 58 (2022) 6, S.1066-1082 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vernon-Feagans, Lynne) ORCID (Carr, Robert C.) ORCID (Bratsch-Hines, Mary) ORCID (Willoughby, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001080
Schlagwörter	Mothers; Linguistic Input; Parent Child Relationship; Reading Comprehension; Educational Quality; Literacy; Classroom Communication; Language Skills; Infants; Toddlers; Preschool Children; Grade 5; Longitudinal Studies; Elementary School Students; Video Technology; Word Recognition; Rural Areas; Picture Books; Task Analysis; Vocabulary Development; Family Environment; Questioning Techniques; Prediction; Language Acquisition; Correlation; Poverty; Counties; Classroom Environment; Cognitive Development; Young Children; Intelligence Tests; Child Development; North Carolina; Pennsylvania; Classroom Assessment Scoring System; Preschool Language Scale; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Mother; Mutter; Sprachbildung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leseverstehen; Quality of education; Bildungsqualität; Alphabetisierung; Schreib- und Lesefähigkeit; Klassengespräch; Language skill; Sprachkompetenz; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 05; 5. Schuljahr; Schuljahr 05; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Worterkennung; Rural area; Ländlicher Raum; Picture book; Bilderbuch; Aufgabenanalyse; Wortschatzarbeit; Familienmilieu; Befragungstechnik; Fragetechnik; Vorhersage; Sprachaneignung; Spracherwerb; Korrelation; Armut; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Frühe Kindheit; Intelligence test; Intelligenztest; Kindesentwicklung
Abstract	Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and later literacy skills across elementary school. The current study examined how multiple years of early maternal language input from 6 to 36 months and later classroom instructional quality from pre-kindergarten (pre-K) through fifth grade were related to children's early language at 36 months and later literacy trajectories in word recognition and reading comprehension across elementary school. The study included a diverse, population-representative sample of 1,292 children who were born in low-wealth rural communities and followed through fifth grade. Video recordings and subsequent transcripts of mother-child shared picture book tasks in the home at four timepoints during early childhood were used to assess maternal diversity of vocabulary, utterance complexity, and engagement (wh-questions) during book sharing. The quality of instruction in elementary school was assessed using classroom observations from pre-K through fifth grade. Maternal complexity and engagement were indirectly related to children's literacy trajectories across pre-K to fifth grade through effects on early child language at 36 months. Higher-quality classroom instruction was not reliably related to concurrent literacy skills in pre-K through fifth grade. Findings suggested the enduring importance of early maternal language input in predicting children's early language and later literacy skill development during elementary school. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01