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Early Education and Development Volume 25, 2014 - Issue 1
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ARTICLES

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers

Carolyn S. Gosse Curry School, University of VirginiaCorrespondence[email protected]
,
Anita S. McGinty Curry School, University of Virginia
,
Andrew J. Mashburn Curry School, University of VirginiaView further author information
,
LaVae M. Hoffman Curry School, University of Virginia
&
Robert C. Pianta Curry School, University of Virginia
Pages 110-133 | Published online: 18 Nov 2013

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Jessica E. V. Whittaker, Amanda P. Williford, Lauren M. Carter, Virginia E. Vitiello & Bridget E. Hatfield. (2018) Using a Standardized Task to Assess the Quality of Teacher–Child Dyadic Interactions in Preschool. Early Education and Development 29:2, pages 266-287.
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Jisu Han, Marisa Schlieber & Bradley Gregory. (2017) Associations of Home and Classroom Environments with Head Start Children's Code-Related and Oral Language Skills. Journal of Education for Students Placed at Risk (JESPAR) 22:4, pages 200-219.
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Debora L. Roorda, Suzanne Jak, Marjolein Zee, Frans J. Oort & Helma M. Y. Koomen. (2017) Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review 46:3, pages 239-261.
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Articles from other publishers (12)

Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research, pages 003465432211306.
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Jenna N. Futterer, Rebecca J. Bulotsky-Shearer & Rinatte L. Gruen. (2022) Emotional support moderates associations between preschool approaches to learning and academic skills. Journal of Applied Developmental Psychology 80, pages 101413.
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Virginia E. Vitiello, Tutrang Nguyen, Erik Ruzek, Robert C. Pianta & Jessica Vick Whittaker. (2022) Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition. Journal of Applied Developmental Psychology 80, pages 101396.
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Lauren Houben, Caroline Bouchard, Rochana Mroué & Christelle Maillart. (2022) Portrait de la qualité des interactions pour soutenir l’oral des enfants dans des classes de maternelle en BelgiquePortrait of the quality of interactions supporting oral communication skills of children in Belgian kindergarten classesDescripción de la calidad de las interacciones para apoyar lo oral de los niños en las clases de jardín de la infancia en Bélgica. Éducation et francophonie 50:1.
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Virginia E. Vitiello, Tutrang Nguyen, Erik Ruzek, Robert C. Pianta & Jessica Vick Whittaker. (2022) Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?. Early Childhood Research Quarterly 59, pages 287-299.
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Arthur J. Reynolds & Allyson J. Candee. (2019) Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten. Educational Assessment, Evaluation and Accountability 31:4, pages 381-407.
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. 2019. Learning through Language. Learning through Language.
Patricia Eadie, Hannah Stark & Frank Niklas. (2019) Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program. Early Childhood Education Journal 47:3, pages 251-263.
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Shannon E. Reilly & Jason T. Downer. (2019) Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation. Early Childhood Research Quarterly 49, pages 229-240.
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R.T. Lohndorf, H.J. Vermeer, R.A. Cárcamo, C. De la Harpe & J. Mesman. (2019) Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Childhood Research Quarterly 48, pages 36-49.
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Michal Perlman, Olesya Falenchuk, Brooke Fletcher, Evelyn McMullen, Joseph Beyene & Prakesh S. Shah. (2016) A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes. PLOS ONE 11:12, pages e0167660.
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Julie E Dockrell, Ioanna Bakopoulou, James Law, Sarah Spencer & Geoff Lindsay. (2015) Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy 31:3, pages 271-286.
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