Preschoolers' exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context

Early Education and Development

Volumn 20, Issue 1, 2009, Pages 53-79

  Turnbull, Khara Pence ^a   Anthony, Angela Beckman ^b   Justice, Laura ^a,c   Bowles, Ryan ^d  

^a Eastern Illinois University ^*  (United States)

^b EASTERN ILLINOIS UNIVERSITY   (United States)

^c OHIO STATE UNIVERSITY   (United States)

^d MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 60849100520     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409280802206601     Document Type: Article

References (49)

1. Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Espstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
2. Barnett, W. S., Lamy, C., & Jung, K. (2005). The effects of state prekindergarten programs on young children's school readiness in five states. New Brunswick: National Institute for Early Education Research, Rutgers, The State University of New Jersey.
3. Bunce, B. H. (1995). Building a language-focused curriculum for the preschool classroom: A planning guide (Vol. 2). Baltimore: Brookes.
4. Connor, C. M., Morrison, F. J., & Slominski, F. J. (2006). Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology, 98, 665-689.
5. Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19, 28-39.
6. de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teachers' interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247-268.
7. de Rivera, C., Girolametto, L., Greenberg, J., & Weitzman, E. (2005). Children's responses to educators' questions in day care play groups. American Journal of Speech-Language Pathology, 14, 14-26.
8. Dickinson, D., & Keebler, R. (1989). Variation in preschool teachers' styles of reading books. Discourse Processes, 12, 353-375.
9. Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 105-122.
10. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.
11. Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Washington, DC: Teaching Strategies.
12. Ewers, C. A., & Brownson, S. M. (1999). Kindergarteners' vocabulary acquisition as a function of active vs. passive storybook reading, prior vocabulary, and working memory. Reading Psychology, 20, 11-20.
13. Fey, M. E., Cleave, P. L., Long, S. H., & Hughes, D. L. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech and Hearing Research, 36, 141-157.
14. Gest, S., Holland-Coviello, R., Welsh, J., Eicher-Catt, D., & Gill, S. (2006). Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17, 293-315.
15. Girolametto, L., Hoaken, L., Weitzman, E., & van Lieshout, R. (2000). Patterns of adult-child linguistic interaction in integrated day care groups. Language, Speech, and Hearing Services in Schools, 31, 155-168.
16. Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268-281.
17. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12, 299-311.
18. Girolametto, L., Weitzman, E., van Leishout, R., & Duff, D. (2000). Directiveness in teachers' language input to toddlers and preschoolers in day care. Journal of Speech, Language, and Hearing Research, 43, 1101-1114.
19. Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169.
20. Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefit of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
21. Hart, B., & Risely, T. B. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
22. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368-1378.
23. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55-88.
24. Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418-433.
25. Hohmann, M., & Weikart, D. P. (2002). Educating young children: Active learning practices for preschool and child care programs (2nd ed.). Ypsilanti, MI: High/Scope Press.
26. Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449-460.
27. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374.
28. Kontos, S., & Keyes, L. (1999). An ecobehavioral analysis of early childhood classrooms. Early Childhood Research Quarterly, 14, 35-50.
29. Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263-290.
30. Mahoney, G., & Wheeden, C. A. (1999). The effect of teacher style on interactive engagement of preschool-aged children with special learning needs. Early Childhood Research Quarterly, 14, 51-68.
31. Massey, S. L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators' use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19, 340-360.
32. McCartney, K. (1984). Effect of quality of day care environment on children's language development. Developmental Psychology, 20, 244-260.
33. Miller, J., & Chapman, R. (2000). Systematic Analysis of Language Transcripts (SALT), Madison: University of Wisconsin, Madison Language Analysis Laboratory.
34. National Institute of Child Health and Human Development Early Child Care Research Network. (2000). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 4, 116-135.
35. Palmerus, K. (1996). Child-caregiver ratios in day care center groups: Impact on verbal interactions. Early Child Development and Care, 118, 45-57.
36. Peets, K. F. (2003). Context and classroom discourse patterns in children with language impairment. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
37. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
38. Rice, M. L., & Hadley, P. A. (1995). Language outcomes of the language-focused curriculum. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: Vol. 1. A foundation for lifelong communication (pp. 155-170). Baltimore: Brookes.
39. Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T., & Pianta, R. C. (2005). The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms. Elementary School Journal, 105, 377-394.
40. Schuele, C. M., Rice, M. L., & Wilcox, K. A. (1995). Redirects: A strategy to increase peer initiations. Journal of Speech and Hearing Research, 38, 1319-1333.
41. Smith, M. W., & Dickinson, D. K. (1994). Describing oral language opportunities and environments in Head Start and other preschool classrooms. Early Childhood Research Quarterly, 9, 345-366.
42. Snyder, T. D., Tan, A. G., & Hoffman, C. M. (2006). Digest of Education Statistics 2005: NCES 2006-030. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
43. U.S. Department of Education, (n.d.). Early Reading First-Purpose. Retrieved September 30, 2006, from www.ed.gov/programs/earlyreading/index.html
44. Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology, 28, 1106-1114.
45. Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006). Effects of language intervention on syntactic skill levels in preschoolers. Developmental Psychology, 42, 164-174.
46. Vincent, S. A. (1995). Environmental arrangement language strategies in the classroom: Functional effects on language and social behaviors in preschool children. Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
47. Weitzman, E., & Greenberg, J. (2002). Learning language and loving it (2nd ed.). Toronto, Ontario, Canada: Hanen Centre.
48. Whitehurst, G. J., Falco, E., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C, et al. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552-558.
49. Wilcox, K. A., & Morris, S. R. (1995). Speech outcomes of the language-focused curriculum. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: Vol. 1. A foundation for lifelong communication (pp. 171-180). Baltimore: Brookes.