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Direct linkHindman, Annemarie H.; Wasik, Barbara A.; Bradley, Donald E. – Early Education and Development, 2019
Research Findings: This study examined how teacher--child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children's vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up…
Descriptors: Reading Instruction, Books, Vocabulary Skills, Classroom Communication
Download full textHindman, Annemarie H.; Farrow, JeanMarie; Anderson, Kate; Wasik, Barbara A.; Snyder, Patricia A. – Grantee Submission, 2021
Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend…
Descriptors: Preschool Education, Disadvantaged Youth, Federal Programs, Story Reading
Hindman, Annemarie H.; Wasik, Barbara A. – Early Childhood Education Journal, 2012
This exploratory study examined the Morning Message, an activity that is widely practiced in many early childhood curricula but has almost no empirical data to support its effectiveness. In total, 7 Head Start teachers and the 59 four-year-old children in their classrooms participated in this study. Using a qualitative observation system, we…
Descriptors: Early Childhood Education, Disadvantaged Youth, Young Children, Multiple Regression Analysis
Hindman, Annemarie H.; Erhart, Amber C.; Wasik, Barbara A. – Early Education and Development, 2012
Evidence shows that the Matthew effect is a persistent problem among early education interventions. The current study examined the degree to which the "ExCELL" ("Ex"ceptional "C"oaching for "E"arly "L"anguage and "L"iteracy) language and literacy professional development intervention for…
Descriptors: Early Childhood Education, Intervention, Preschool Education, Preschool Children
Hindman, Annemarie H.; Wasik, Barbara A. – Elementary School Journal, 2012
This exploratory study investigated how 2 years of a coaching-based language and literacy intervention were linked to Head Start teachers' classroom environments and instructional interactions, as well as to the vocabulary, alphabet, and sound awareness learning of their preschool students. In total, 16 Head Start teachers participated in the…
Descriptors: Intervention, Classroom Environment, Preschool Children, Disadvantaged Youth
