1,045
Views
6
CrossRef citations to date
0
Altmetric
Articles

Kindergarten Impacts of a Preschool Language-Focused Intervention

, &

REFERENCES

  • Bailet, L. L., Repper, K., Murphy, S., Piasta, S. & Zettler-Greeley, C. (2013). Emergent literacy intervention for prekindergarteners at risk for reading failure: Years 2 and 3 of a multiyear study. Journal of Learning Disabilities, 46(2), 133–153. doi:10.1177/0022219411407925
  • Blewitt, P., Rump, K. M., Shealy, S. E. & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304. doi:10.1037/a0013844
  • Bunce, B. H. (1995). Building a language-focused curriculum for the preschool classroom. Volume II: A planning guide. Baltimore, MD: P.H. Brookes.
  • Cabell, S. Q., Justice, L. M., Logan, J. A. R. & Konold, T. R. (2013). Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations. Early Childhood Research Quarterly, 28(3), 608–620. doi:10.1016/j.ecresq.2013.03.007
  • Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P. & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. doi:10.1044/1058-0360(2011/10-0104)
  • Catts, H. W., Fey, M. E., Zhang, X. & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32(1), 38–50. doi:10.1044/0161-1461(2001/004)
  • Coulter, L. & Gallagher, C. (2001). Evaluation of the Hanen early childhood educators programme. International Journal of Language & Communication Disorders, 36(s1), 264–269. doi:10.3109/13682820109177895
  • DeThorne, L. S. & Channell, R. W. (2007). Clinician–child interactions: Adjustments in linguistic complexity. American Journal of Speech-Language Pathology, 16(2), 119. doi:10.1044/1058-0360(2007/016)
  • Dickinson, D. K. & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children's kindergarten and fourth‐grade language and reading abilities. Child Development, 82(3), 870–886. doi:10.1111/j.1467-8624.2011.01576.x
  • Dickinson, D. K. & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 104–122. doi:10.2307/747807
  • Dickinson, D. K. & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H Brookes.
  • Dodge, D. T., Colker, L. J., Heroman, C. & Bickart, T. S. (2002). The creative curriculum for preschool. Washington, DC: Teaching Strategies.
  • Ewers, C. A. & Brownson, S. M. (1999). Kindergarteners’ vocabulary acquisition as a function of active vs. passive storybook reading, prior vocabulary, and working memory. Reading Psychology, 20(1), 11–20. doi:10.1080/027027199278484
  • Fewell, R. R. & Deutscher, B. (2004). Contributions of early language and maternal facilitation variables to later language and reading abilities. Journal of Early Intervention, 26(2), 132–145. doi:10.1177/105381510402600205
  • Fey, M. E., Warren, S. F., Fairchild, M., Sokol, S. & Yoder, P. J. (2006). Early effects of responsivity education/prelinguistic milieu teaching for children with developmental delays and their parents. Journal of Speech, Language, and Hearing Research, 49(3), 526–547. doi:10.1044/1092-4388(2006/039)
  • Girolametto, L. & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268. doi:10.1044/0161-1461(2002/022)
  • Girolametto, L., Weitzman, E. & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12(3), 299–311. doi:10.1044/1058-0360(2003/076)
  • Girolametto, L., Weitzman, E. & Greenberg, J. (2006). Facilitating language skills: Inservice education for early childhood educators and preschool teachers. Infants & Young Children, 19(1), 36–46. doi:10.1097/00001163-200601000-00005
  • Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R. & McConnell, S. (2013). Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1), 48–64. doi:10.1177/0271121412455438
  • Hart, B. & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family–child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096–1105. doi:10.1037//0012-1649.28.6.1096
  • Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902. doi:10.1126/science.1128898
  • Henning, C., McIntosh, B., Arnott, W. & Dodd, B. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. doi:10.1111/j.1467-9817.2009.01410.x
  • Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378. doi:10.1111/1467-8624.00612
  • Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. doi:10.1037/a0027238
  • Huttenlocher, J., Vasilyeva, M., Cymerman, E. & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337–374. doi:10.1016/s0010-0285(02)00500-5
  • Jordan, G. E., Snow, C. E. & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35(4), 524–546. doi:10.1598/rrq.35.4.5
  • Justice, L. M., Cottone, E. A., Mashburn, A. & Rimm-Kaufman, S. E. (2008). Relationships between teachers and preschoolers who are at risk: Contribution of children's language skills, temperamentally based attributes, and gender. Early Education and Development, 19(4), 600–621. doi:10.1080/10409280802231021
  • Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A. & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67–85. doi:10.1044/0161-1461(2008/07-0098)
  • Justice, L. M., Mashburn, A., Pence, K. L. & Wiggins, A. (2008). Experimental evaluation of a preschool language curriculum: Influence on children's expressive language skills. Journal of Speech Language and Hearing Research, 51(4), 983–1001. doi:10.1044/1092-4388(2008/072)
  • Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M. & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114(1), 111–130. doi:10.1016/j.jecp.2012.08.010
  • McIntosh, B., Crosbie, S., Holm, A., Dodd, B. & Thomas, S. (2007). Enhancing the phonological awareness and language skills of socially disadvantaged preschoolers: An interdisciplinary programme. Child Language Teaching and Therapy, 23(3), 267–286. doi:10.1177/0265659007080678
  • Mills, J. R. & Jackson, N. E. (1990). Predictive significance of early giftedness: The case of precocious reading. Journal of Educational Psychology, 82(3), 410–419. doi:10.1037/0022-0663.82.3.410
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the national early literacy panel. Washington, DC: National Institute for Literacy.
  • NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428–442. doi:10.1037/0012-1649.41.2.428
  • Pence, K. L., Justice, L. M. & Wiggins, A. K. (2008). Preschool teachers’ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech, and Hearing Services in Schools, 39(3), 329–341. doi:10.1044/0161-1461(2008/031)
  • Penno, J. F., Wilkinson, I. A. G. & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. doi:10.1037/0022-0663.94.1.23
  • Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K. & Justice, L. (2008). Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431–451. doi:10.1016/j.ecresq.2008.02.001
  • Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Turnbull, K. P. & Curenton, S. M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity. Early Childhood Research Quarterly, 27(3), 387–400. doi:10.1016/j.ecresq.2012.01.001
  • Powell, D. R., Diamond, K. E., Burchinal, M. R. & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102(2), 299–312. doi:10.1037/a0017763
  • Preschool Curriculum Evaluation Research Consortium. (2008). Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research Initiative. Washington, DC: Institute of Education Sciences.
  • Reese, E. & Newcombe, R. (2007). Training mothers in elaborative reminiscing enhances children's autobiographical memory and narrative. Child Development, 78(4), 1153–1170. doi:10.1111/j.1467-8624.2007.01058.x
  • Robbins, C. & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54–64. doi:10.1037//0022-0663.86.1.54
  • Sénéchal, M., Thomas, E. & Monker, J.-A. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218–229. doi:10.1037//0022-0663.87.2.218
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407. doi:10.1598/rrq.21.4.1
  • Storch, S. A. & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. doi:10.1037//0012-1649.38.6.934
  • Weitzman, E. & Greenberg, J. (2002). Learning language and loving it. Toronto, Canada: The Hanen Centre.
  • Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M. & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679–689. doi:10.1037//0012-1649.30.5.679
  • Whitehurst, G. J. & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. doi:10.2307/1132208
  • Wiig, E. H., Secord, W. A. & Semel, E. (2004). Clinical evaluation of language fundamentals preschool (3rd ed.). San Antonio, TX: Harcourt Assessment.
  • Woodcock, R. W., McGrew, K. & Mather, N. (2001). Woodcock-Johnson tests of achievement. Itasca, IL: Riverside.
  • Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S. & Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342–349. doi:10.1542/peds.2008-2267

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.