Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes

Journal of School Psychology

Volumn 43, Issue 4, 2005, Pages 343-375

  McDonald Connor, Carol ^a   Son, Seung Hee ^b   Hindman, Annemarie H ^b   Morrison, Frederick J ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Children; Instruction; Language; Literacy; Reading

Indexed keywords

EID: 26644464820     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2005.06.001     Document Type: Article

References (92)

1. K.L. Alexander D.R. Entwisle & C. Horsey From first grade forward: Early foundations of high school dropout Sociology of Education 70 2 1997 87-107
2. R.C. Anderson & P. Freebody Vocabulary knowledge In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews 1981 International Reading Association Newark
3. Arbuckle, 1994-1999. AMOS (Version 4.01) [Statistical]. Chicago: Smallwaters Corp.
4. P.T. Ashton & R.B. Webb Making a difference: Teachers' sense of efficacy and student achievement 1986 Longman New York
5. K.E. Barnard H.L. Bee & M.A. Hammond Developmental changes in maternal interactions with term and preterm infants Infant Behavior & Development 7 1 1984 101-113
6. S.W. Barnett Long-term effects of early childhood programs on cognitive and school outcomes Future of Children 5 3 1995 25-50
7. B.T. Bowman S. Donovan & M.S. Burns Eager to learn: Educating our preschoolers 2001 National Academy Press Washington DC
8. R.H. Bradley B.M. Caldwell S.L. Rock S.L. Ramey K.E. Barnard & C.D. Gray Home environment and cognitive development in the first 3 years of life: A collaborative study involving six sites and three ethnic groups in North America Developmental Psychology 25 2 1989 217-235
9. R.H. Bradley & R.F. Corwyn Parenting C.S. Tamis-LeMonda Child psychology: A handbook of contemporary issues vol. xviii 1999 Psychology Press New York 339-362
10. R.H. Bradley R.F. Corwyn H. Pipes McAdoo & C. García Coll The home environments of children in the United States Part I: Variations by age, ethnicity, and poverty status Child Development 72 6 2001 1844-1867
11. U. Bronfenbrenner Ecology of the family as a context for human development: Research perspectives Developmental Psychology 22 1986 723-742
12. J.E. Brophy & T.L. Good Teacher behavior and student achievement In M.C. Wittrock (Ed.), Handbook of research on teaching 3rd ed. 1986 Macmillan New York
13. M.R. Burchinal E. Peisner-Feinberg R.C. Pianta & C. Howes Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories Journal of School Psychology 40 5 2002 415-436
14. A.G. Bus & M.H. van Ijzendoorn Phonological awareness and early reading: A meta-analysis of experimental training studies Journal of Educational Psychology 91 1999 403-414
15. D.K. Cohen S.W. Raudenbush & D.L. Ball Resources, instruction, and research Educational Evaluation and Policy Analysis 25 2 2003 119-142
16. J. Cohen & P. Cohen Applied multiple regression/correlation analysis for the behavioral sciences 1983 Lawrence Erlbaum Hillsdale, NJ
17. J.S. Coleman E.Q. Campbell C.J. Hobson J. McPartland A. Mood & F.D. Weinfeld et al. Equality of educational opportunity 1966 U.S. Government Printing Office Washington DC
18. Connor, C.M., 2002a. Preschool children and teachers talking together: The influence of child, family, teacher, and classroom characteristics on children's developing literacy. Unpublished Dissertation, University of Michigan, Ann Arbor.
19. J.A. Connor Community visions, community solutions: A systems approach to problem-solving 2002 Wilder
20. C.M. Connor F.J. Morrison & E.L. Katch Beyond the reading wars: The effect of classroom instruction by child interactions on early reading Scientific Studies of Reading 8 4 2004 305-336
21. C.M. Connor F.J. Morrison & J.N. Petrella Effective reading comprehension instruction: Examining child by instruction interactions Journal of Educational Psychology 96 4 2004 682-698
22. Connor, C.M., Morrison, F.J., & Slominski, L. (submitted for publication). The impact of preschool instruction on growth of children's literacy skills.
23. L. Darling-Hammond Teacher quality and student achievement: A review of state policy evidence Educational Policy Analysis and Archives 8 1 2000
24. L. Darling-Hammond & P. Youngs Defining "highly qualified teachers": What does "scientifically-based research" actually tell us? Educational Researcher 31 9 2002 13-25
25. D.K. Dickinson L. Anastasopolous A. McCabe E.S. Peisner-Feinberg & M.D. Poe The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children Journal of Educational Psychology 93 3 2003 465-481
26. D.K. Dickinson & P.O. Tabors Beginning literacy with language 2001 Paul H. Brookes Publishing Baltimore
27. DOE Meeting the highly qualified teachers challenge 2002 U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation Washington DC
28. DOE Meeting the highly qualified teachers challenge: The secretary's third annual report on teacher quality 2004 U.S. Department of Education, Office of Postsecondary Education Washington DC
29. DOE. (2004b). No child left behind: A toolkit for teachers. Washington DC: US Department of Education, Office of the Deputy Secretary.
30. G.J. Duncan & S.W. Raudenbush Assessing the effects of context in studies of child and youth development Educational Psychologist 34 1 1999 29-41
31. G.J. Duncan & S.W. Raudenbush The well-being of children and families: Research and data needs In A. Thornton (Ed.), The well-being of children and families: Research and data needs 2001 University of Michigan Press Ann Arbor, MI
32. T.G. Dunn & C. Shriner Deliberate practice in teaching: What teachers do for self-improvement Teaching and Teacher Education 15 1999 631-651
33. B.J. Fraser Use of classroom environment assessments in school psychology School Psychology International 8 1987 205-219
34. R.F. Ferguson Paying for public education Harvard Journal on Legislation 28 2 1991 465-498
35. B.R. Foorman D.J. Francis J.M. Fletcher C. Schatschneider & P. Mehta The role of instruction in learning to read: Preventing reading failure in at risk children Journal of Educational Psychology 90 1998 37-55
36. L.S. Fuchs D. Fuch & N. Phillips The relation between teachers' beliefs about the importance of good student work habits, teacher planning, and student achievement The Elementary School Journal 94 3 1994 331-345
37. D.D. Goldhaber & D.J. Brewer Teacher licensing and student achievement In M. Kasteroroon & C.E. Finn (Eds.), Better teachers, better schools 1999 Thomas B. Fordham Foundation Washington DC
38. D.D. Goldhaber & D.J. Brewer Does teacher certification matter? High school teacher certification status and student achievement Educational Evaluation and Policy Analysis 22 2 2000 129-146
39. E. Graue M.A. Clements A.J. Reynolds & M.D. Niles More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the Child-Parent Centers Education Policy Analysis Archives 12 2004
40. J. Green C. Dixon L. Lin A. Floriani M. Bradley & S. Paxton et al. Santa Barbara Classroom Discourse Group In H.H. Marshall (Ed.), Redefining student learning 1992 Ablex Publishing Corp. Norwood, NJ 119-150
41. R. Greenwald L.V. Hedges & R.D. Laine The effect of school resources on student achievement Review of Educational Research 66 3 1996 361-396
42. G. Guo & K.M. Harris The mechanisms mediating the effects of poverty on children's intellectual development Demography 37 4 2000 431-447
43. B. Hart & T.R. Risley Meaningful differences in the everyday experience of young American children 1995 Paul H. Brookes Publishing Baltimore
44. P.P. Hawk C.R. Coble & M. Swanson Certification: It does matter Journal of Teacher Education 36 3 1985 13-15
45. R.H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications 1995 Sage Publications Thousand Oaks, CA
46. C. Jencks & M. Phillips The Black-White test score gap 1998 Brookings Institute Washington, DC
47. C. Juel & C. Minden-Cupp Learning to read words: Linguistic units and instructional strategies Reading Research Quarterly 35 4 2000 492-498
48. M. Kanstoroom & C.E. Finn (Eds.), Better teachers, better schools 1999 Thomas B. Fordham Foundation Washington DC
49. L. Klem Path analysis In L.G. Grimm & P.R. Yarnold (Eds.), Reading and understanding multivariate statistics 2000 American Psychological Association Washington DC 65-97
50. R.B. Kline Principles and practice of structural equation modeling 1998 The Guilford Press New York
51. L.M. Laosa School, occupation, culture, and family In E. Siegal & L.M. Laosa (Eds.), Changing families 1983 Plenum Press New York 79-135
52. T. Leventhal & J. Brooks-Gunn Moving on up: Neighborhood effects on children and families In M.H. Bornstein & R.H. Bradley (Eds.), Socioeconomic status, parenting, and child development 2003 Lawrence Erlbaum Mahwah, NJ
53. L. Lewis B. Parsad N. Carey N. Bartfai E. Farris & B. Smerdon et al. Teacher quality: A report on the preparation and qualifications of public school teachers (No. 1999-080) 1999 U.S. Department of Education, Office of Educational Research and Improvement, NCES Washington DC
54. M. McClelland M. Kessenich & F.J. Morrison Pathways to early literacy: The complex interplay of child, family and sociocultural factors In R. Kail & H.W. Reese (Eds.), Advances in child developmental behavior 2003 Academic Press New York
55. M. McClelland & F. Morrison The emergence of learning-related social skills in preschool children Early Childhood Research Review Quarterly 18 2 2003 206-224
56. V.C. McLoyd The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development Child Development 61 1990 311-346
57. L.C. Moats The missing foundation in teacher education: Knowledge of the structure of spoken and written language Annals of Dyslexia 44 1994 81-102
58. D.H. Monk Subject area preparation of secondary mathematics and science teachers and student achievement Economics of Education Review 13 2 1994 125-145
59. F.J. Morrison H.J. Bachman & C.M. Connor Improving literacy in America: Guidelines from research 2005 Yale University Press New Haven, CT
60. F. Mosteller The Tennessee study of class size in the early school grades Future of Children 5 2 1995 113-127
61. G. Nelson A. Westhues & J. MacLeod A meta-analysis of longitudinal research on preschool prevention programs for children Prevention and Treatment 6 31 2003 1-34
62. NICHD-ECCRN Child-care structure- process- outcome: Direct and indirect effects of child-care quality on young children's development Psychological Science 13 2 2002 199-206
63. NICHD-ECCRN The relation of global first grade classroom environment to structural classroom features and teacher and student behaviors The Elementary School Journal 102 5 2002 367-387
64. NICHD-ECCRN Multiple pathways to early academic achievement Harvard Educational Review 74 1 2004 1-29
65. NICHD-ECCRN Pathways to reading: The role of oral language in the transition to reading Developmental Psychology 41 2 2005 428-442
66. B. Nye S. Konstantopoulos & L.V. Hedges How large are teacher effects? Education Evaluation and Policy Analysis 26 3 2004 237-257
67. S.G. Paris A.H. Paris & R.D. Carpenter Effective practices for assessing young readers In B.M. Taylor & P.D. Pearson (Eds.), Teaching reading: Effective schools, accomplished teachers 2002 Lawrence Erlbaum Associates Mahwah, NJ 141-160
68. R. Pianta L. Paro K. Payne C. Cox & R.H. Bradley The relation of kindergarten classroom environment to teacher, family and school characteristics and child outcomes Elementary School Journal 102 3 2002 225-238
69. D. Ravich It is time to stop the war In T. Loveless (Ed.), The great curriculum debate: How should we teach reading and math? 2001 Brookings Institutional Press Washington DC
70. K. Rayner B.R. Foorman C.A. Perfetti D. Pesetsky & M.S. Seidenberg How psychological science informs the teaching of reading Psychological Science in the Public Interest 2 2 2001 31-74
71. Rex, L.A., Connor, C.M. (submitted for publication). Using classroom based assessments of children's reading to inform specialist-teacher collaboration. In L.A. Rex (Ed.), Discourse of opportunity: How talk in learning situations creates and constrains - Interactional ethnographic studies in teaching and learning.
72. A.J. Reynolds J.A. Temple D.L. Robertson & E.A. Mann Age 21 cost-benefit analysis of the Title I Chicago child-parent centers Educational Evaluation and Policy Analysis 24 4 2003 267-303
73. S.G. Rivkin E.A. Hanushek & J.F. Kain Teachers, schools and academic achievement 2001 Amherst College Amherst, MA
74. R.J. Sampson S.W. Raudenbush & F. Earls Neighborhoods and violent crime: A multilevel study of collective efficacy Science 277 1997, August 918-924
75. M. Senechal J.-A. LeFevre E.M. Thomas & K.E. Daley Differential effects of home literacy experiences on the development of oral and written language Reading Research Quarterly 33 1 1998 96-116
76. R.J. Shavelson & L. Towne Scientific research in education 2002 National Academy Press Washington DC
77. J.P. Shonkoff & D.A. Phillips (Eds.), From neurons to neighborhoods: The science of early childhood development 2000 National Academy Press Washington DC
78. C.E. Snow M.S. Burns & P. Griffin (Eds.), Preventing reading difficulties in young children 1998 National Academy Press Washington, DC
79. Son, S.-H., & Morrison, F.J. (2003, April). The influences of changes in home learning environment on school readiness. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.
80. K.E. Stanovich Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy Reading Research Quarterly 21 1986 360-407
81. L.R. Stempien & R.C. Loeb Differences in job satisfaction between general education and special education teachers - Implications for retention Remedial and Special Education 23 5 2002 127-258
82. J. Stockard & M. Mayberry Effective educational environments 1992 Corwin Press Newbury Park, CA
83. B.M. Taylor D.P. Pearson K. Clark & S. Walpole Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools The Elementary School Journal 101 2 2000 121-165
84. J.K. Torgesen R.K. Wagner C.A. Rashotte E. Rose P. Lindamood & T. Conway et al. Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction Journal of Educational Psychology 91 1999 579-593
85. H. Wenglinsky How teaching matters: Bringing the classroom back into discussions of teacher quality 2000 Educational Testing Service Princeton, NJ
86. R. Wharton-McDonald M. Pressley & J.M. Hampston Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement The Elementary School Journal 99 2 1998 101-128
87. G.J. Whitehurst D.S. Arnold J.N. Epstein A.L. Angell M. Smith & J.E. Fischel A picture book reading intervention in day care and home for children from low-income families Developmental Psychology 30 5 1994 679-689
88. G.J. Whitehurst & C.J. Lonigan Emergent literacy: Development from prereaders to readers In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research 2001 The Guilford Press New York 11-29
89. R.W. Woodcock & M.B. Johnson (Eds.), Woodcock-Johnson tests of achievement Revised ed. 1989/1990 Riverside Publishing Co. Itasca, IL
90. R.W. Woodcock & N. Mather Woodcock Johnson III tests of achievement: Examiner's manual 2001 Riverside Itasca, IL
91. F.F. Zigler M. Stevenson-Finn & B.M. Stern Supporting children and families in the schools: The school of the 21st century American Journal of Orthopsychiatry 67 3 1997 396-407
92. I.L. Zimmerman V.G. Steiner & R.E. Pond Preschool Language Scale-3 1991 The Psychological Corp. San Antonio