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Classroom Age Composition and Vocabulary Development among At-Risk Preschoolers
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Guo, Ying; Tompkins, Virginia; Justice, Laura; Petscher, Yaacov – Early Education and Development, 2014
Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children…
Descriptors: Vocabulary Development, Age Differences, At Risk Students, Preschool Children
Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences
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Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R. – Journal of Educational Psychology, 2012
Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined…
Descriptors: Identification, School Readiness, Reading Readiness, Low Income
Teacher-Child Relationships, Behavior Regulation, and Language Gain among At-Risk Preschoolers
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Schmitt, Mary Beth; Pentimonti, Jill M.; Justice, Laura M. – Journal of School Psychology, 2012
Many preschoolers from low socioeconomic-status (SES) backgrounds demonstrate lags in their language development, and preschool participation is viewed as an important means for mitigating these lags. In this study, we investigated how teacher-child relationship quality and children's behavior regulation within preschool classrooms were associated…
Descriptors: Disadvantaged, Teacher Student Relationship, Language Acquisition, Preschool Children