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Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development
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Hadley, Elizabeth Burke; Newman, Katherine Mackay; Kim, Eun Sook – Early Education and Development, 2023
Research Findings: The present study investigates both the proximal processes and contextual influences on children's oral language development in preschool. We examine whether teacher language practices vary across activity settings and program type, which teacher language practices predict children's oral language skills, and potential…
Descriptors: Preschool Education, Context Effect, Oral Language, Language Acquisition
Just Ask Me Again: An Analysis of Receptive Vocabulary Performance of Children from Low-Income Environments
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Mason, Rihana S.; Bass, Lori A. – Early Education and Development, 2020
Research Findings Research suggests children from low-income environments have vocabularies that differ from those of their higher-income peers. They may have basic knowledge of many words of which children from higher income environments have acquired sub- or supra-ordinate knowledge. This study sought to determine if children from low-income…
Descriptors: Receptive Language, Disadvantaged Environment, Vocabulary Development, Standardized Tests
Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms
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Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M. – Early Education and Development, 2018
Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…
Descriptors: Early Childhood Education, Special Education, Preschool Teachers, Reading Aloud to Others
Assessing Learning Behaviors in Early Childhood Special Education Classrooms
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Rhoad-Drogalis, Anna; Sawyer, Brook E.; Justice, Laura M.; O'Connell, Ann A. – Early Education and Development, 2018
Research Findings: This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that characterizes children's approaches to learning. The sample included 600 preschool-age…
Descriptors: Early Childhood Education, Preschool Children, Special Education, Student Behavior
Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction
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Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M. – Early Education and Development, 2017
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…
Descriptors: Preschool Children, Preschool Teachers, Literacy Education, Curriculum