Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities

Early Childhood Research Quarterly

Volumn 28, Issue 4, 2013, Pages 820-830

  Cabell, Sonia Q ^a   DeCoster, Jamie ^a   LoCasale Crouch, Jennifer ^a   Hamre, Bridget K ^a   Pianta, Robert C ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Activity; Instruction; Literacy; Preschool; Setting; Teacher child interactions

Indexed keywords

HUMAN; LEARNING; LOWEST INCOME GROUP; MAJOR CLINICAL STUDY; STATISTICAL MODEL; TEACHER;

EID: 84988878520     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2013.07.007     Document Type: Article

References (62)

1. Bierman, K.L., Domitrovich, C.E., Nix, R.L., Gest, S.D., Welsh, J.A., Greenberg, M.T., et al. Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development 79 (2008), 1802–1817.
2. Booren, L.M., Downer, J.T., Vitiello, V.E., Observations of children's interactions with teachers, peers and tasks across preschool classroom activity settings. Early Education and Development 23 (2012), 517–538.
3. Bronfenbrenner, U., Morris, P.A., The bioecological model of human development., 6th ed. Damon, W., Lerner, R.M., (eds.) Handbook of child psychology: Theoretical models of human development, Vol. 1, 2006, Wiley, New York, NY, 793–828.
4. Burchinal, M., Vandergrift, N., Pianta, R., Mashburn, A., Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly 25 (2010), 166–176.
5. Cabell, S.Q., Justice, L.M., Piasta, S.P., Curenton, S.M., Wiggins, A., Pence Turnbull, K., et al. The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology 20 (2011), 315–330.
6. Cabell, S.Q., Justice, L.M., Vukelich, C., Buell, M.J., Han, M., Strategic and intentional shared storybook reading. Justice, L.M., Vukelich, C., (eds.) Achieving excellence in preschool literacy instruction, 2008, Guilford Press, New York, NY, 198–220.
7. Chapman, R.S., Children's language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry 41 (2000), 33–54.
8. Chien, N.C., Howes, C., Burchinal, M., Pianta, R.C., Ritchie, S., Bryant, D.M., et al. Children's classroom engagement and school readiness gains in prekindergarten. Child Development 81 (2010), 1534–1549.
9. Connor, C.M., Morrison, F.J., Slominski, L., Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology 98 (2006), 665–689.
10. Cote, D.K., Language opportunities during mealtimes in preschool classrooms. Dickinson, D.K., Tabors, P.O., (eds.) Beginning literacy with language, 2001, Paul H. Brookes, Baltimore, MD, 205–221.
11. Dickinson, D.K., Large-group and free-play times: Conversational settings supporting language and literacy development. Dickinson, D.K., Tabors, P.O., (eds.) Beginning literacy with language, 2001, Paul H. Brookes, Baltimore, MD, 223–255.
12. Dickinson, D.K., Teachers’ language practices and academic outcomes of preschool children. Science 333 (2011), 964–967.
13. Dickinson, D.K., Darrow, C.L., Tinubu, T.A., Patterns of teacher–child conversations in Head Start classrooms: Implications for an empirically grounded approach to professional development. Early Education and Development 19 (2008), 396–429.
14. Dickinson, D.K., Freiburg, J.B., Barnes, E.M., Why are so few interventions really effective? A call for fine-grained research methodology. Neuman, S.B., Dickinson, D.K., (eds.) Handbook of early literacy research: Volume 3, 2011, Guilford Press, New York, NY, 337–357.
15. Donovan, M.S., Bransford, J.D., (eds.) How students learn: Science in the classroom, 2005, The National Academies Press, Washington, DC.
16. Downer, J. T., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., Locasale-Crouch, J., et al., (2012). Coaching and coursework focused on teacher–child interactions during language/literacy instruction: Effects on teacher outcomes and children's classroom engagement. Submitted for publication.
17. Duncan, G.J., The importance of kindergarten-entry academic skills. Zigler, E., Gilliam, W.S., Barnett, W.S., (eds.) The pre-K debates: Current controversies and issues, 2011, Paul H. Brookes, Baltimore, MD, 89–93.
18. Early, D.M., Iruka, I.U., Ritchie, S., Barbarin, O.A., Winn, D.C., Crawford, G.M., et al. How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly 25 (2010), 177–193.
19. Fuccillo, J.M., Higher-level instructional interaction in Head Start classrooms: Variation across teacher-directed activities and associations with school readiness outcomes. 2011 Retrieved from ProQuest Dissertations and Theses, (3456335) (Doctoral dissertation, Psychology (Arts & Sciences), University of Miami).
20. Fuligni, A.S., Howes, C., Huang, Y., Hong, S.S., Lara-Cinisomo, S., Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children. Early Childhood Research Quarterly 27 (2012), 198–209.
21. Gerde, H.K., Bingham, G.E., Wasik, B.A., Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal 40 (2012), 351–359.
22. Gest, S.D., Holland-Coviello, R., Welsh, J.A., Eicher-Catt, D.L., Gill, S., Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime and book reading. Early Education and Development 17 (2006), 293–315.
23. Ginsburg, H.P., Early mathematics education and how to do it. Barbarin, O.A., Wasik, B.H., (eds.) Handbook of child development and early education: Research to practice, 2009, Guilford Press, New York, NY, 403–428.
24. Girolametto, L., Weitzman, E., Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech and Hearing Services in Schools 33 (2002), 268–281.
25. Hamre, B.K., Hatfield, B., Pianta, R.C., Jamil, F., Evidence for general and domain specific elements of teacher–child interactions: Associations with preschool children's development. Child Development, 2013 (in press).
26. Hamre, B.K., Pianta, R.C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J.T., et al. A course on effective teacher–child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Education Research Journal 49 (2012), 88–123.
27. Hamre, B.K., Pianta, R.C., Mashburn, A., Downer, J., Building and validating a theoretical model of classroom effects in over 4,000 early childhood and elementary classrooms. 2007 Retrieved from the Foundation for Child Development http://www.fcd-us.org/resources/resources_show.htm?doc_id=507559.
28. Hindman, A.H., Connor, C.M., Jewkes, A.M., Morrison, F.J., Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly 23 (2008), 330–350.
29. Justice, L.M., Kaderavek, J.N., Fan, X., Sofka, A., Hunt, A., Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech and Hearing Services in Schools 40 (2009), 67–85.
30. Justice, L.M., Mashburn, A., Hamre, B., Pianta, R.C., Quality of language instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly 23 (2008), 51–68.
31. Justice, L.M., Piasta, S., Developing children's print knowledge through adult–child storybook reading interactions: Print referencing as an instructional practice. Neuman, S.B., Dickinson, D.K., (eds.) Handbook of early literacy research, 3, 2011, Guilford Press, New York, NY, 200–213.
32. Justice, L.M., Sofka, A.E., Engaging children with print: Building early literacy skills through quality read-alouds. 2010, Guilford Press, New York. NY.
33. Lee, Y., Kinzie, M.B., Vick Whittaker, J.E., Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching and Teacher Education 28 (2012), 568–577.
34. LoCasale-Crouch, J., Konold, K., Pianta, R., Howes, C., Burchinal, M., Bryant, D., et al. Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly 22 (2007), 3–17.
35. Mashburn, A.J., Pianta, R.C., Hamre, B.K., Downer, J.T., Barbarin, O.A., Bryant, D., et al. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development 79 (2008), 732–749.
36. Massey, S.L., Pence, K.L., Justice, L.M., Bowles, R.P., Educators’ use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development 19 (2008), 340–360.
37. McGinty, A.S., Breit-Smith, A., Fan, X., Justice, L.M., Kaderavek, J.N., Does intensity matter?. Preschoolers’ print knowledge development within a classroom-based intervention. Early Childhood Research Quarterly 26 (2011), 255–267.
38. Mol, S.E., Bus, A.G., de Jong, M.T., Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research 79 (2009), 979–1007.
39. National Early Literacy Panel, Developing early literacy: Report of the National Early Literacy Panel., 2008, National Center for Family Literacy, Washington, DC.
40. Neuman, S.B., Roskos, K., Literacy objects as cultural tools: Effects on children's literacy behaviors in play. Reading Research Quarterly 27 (1992), 202–225.
41. Pence, K.L., Justice, L.M., Wiggins, A.K., Preschool teachers’ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech and Hearing Services in Schools 39 (2008), 329–341.
42. Pence Turnbull, K., Anthony, A.B., Justice, L., Bowles, R., Preschoolers’ exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education and Development 20 (2009), 53–79.
43. Pentimonti, J.M., Zucker, T.A., Justice, L.M., Kaderavek, J.N., Informational text use in preschool classroom read-alouds. The Reading Teacher 63 (2010), 656–665.
44. Pianta, R.C., Hamre, B.K., Conceptualization, measurement and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher 38 (2009), 109–119.
45. Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., et al. Features of preschool programs, classrooms, and teachers: Do they predict observed classroom quality and child–teacher interactions?. Applied Developmental Science 9 (2005), 144–159.
46. Pianta, R.C., La Paro, K.M., Hamre, B.K., Classroom Assessment Scoring System (CLASS). 2008, Paul H, Baltimore, MD Brookes.
47. Pianta, R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., Justice, L., Effects of web-mediated professional development resources on teacher–child interactions in preschool classrooms. Early Childhood Research Quarterly 23 (2008), 431–451.
48. Piasta, S.B., Dynia, J.M., Justice, L.M., Pentimonti, J.M., Kaderavek, J.N., Schatschneider, C., Impact of professional development on preschool teachers’ print references during shared read alouds: A latent growth curve analysis. Journal of Research on Educational Effectiveness 3 (2010), 343–380.
49. Piasta, S.B., Justice, L.M., Cabell, S.Q., Wiggins, A.K., Pence Turnbull, K., Curenton, S.M., Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity. Early Childhood Research Quarterly 27 (2012), 387–400.
50. Piasta, S.B., Wagner, R.K., Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly 45 (2010), 8–38.
51. Powell, D.R., Burchinal, M.R., File, N., Kontos, S., An eco-behavioral analysis of children's engagement in urban public school preschool classrooms. Early Childhood Research Quarterly 23 (2008), 108–123.
52. Price, L.H., Bradley, B.A., Smith, J.M., A comparison of preschool teachers’ talk during storybook and information book read-alouds. Early Childhood Research Quarterly 27 (2012), 426–440.
53. Ritchie, S., Howes, C., Kraft-Sayre, M., Weiser, B., Emerging academics snapshot. 2001, University of California, Los Angeles, Los Angeles, CA.
54. Roskos, K., Neuman, S.B., Environment and its influence for early literacy teaching and learning. Neuman, S.B., Dickinson, D.K., (eds.) Handbook of early literacy research, 2001, Guilford Press, New York, NY, 281–292.
55. Smith, M.W., Children's experiences in preschool. Dickinson, D.K., Tabors, P.O., (eds.) Beginning literacy with language, 2001, Paul H. Brookes, Baltimore, MD, 149–174.
56. U.S. Department of Education, Guidance for the Early Reading First Program. 2007 Retrieved from http://www.ed.gov/programs/earlyreading/erfguidance.doc.
57. Vitiello, V.E., Booren, L.M., Downer, J.T., Williford, A.P., Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors. Early Childhood Research Quarterly 27 (2012), 210–220.
58. Wasik, B.A., Hindman, A.H., Identifying critical components of an effective preschool language and literacy coaching intervention. Neuman, S.B., Dickinson, D.K., (eds.) Handbook of early literacy research, 3, 2011, Guilford Press, New York, NY, 322–336.
59. Winton, P., Bussye, V., (eds.) NCEDL pre-kindergarten study. Early Developments, 9(1), 2005, 1–31.
60. Zucker, T.A., Cabell, S.Q., Justice, L.M., Pentimonti, J.M., Kaderavek, J.N., The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology 49 (2013), 1425–1439.
61. Zucker, T.A., Justice, L., Piasta, S., Prekindergarten teachers’ verbal references to print during classroom-based, large-group shared reading. Language, Speech, and Hearing Services in Schools, 40, 2009, 376.
62. Zucker, T.A., Solari, E.J., Landry, S., Swank, P.R., Effects of a brief tiered language intervention for prekindergarteners at risk. Early Education and Development 24 (2013), 366–392.