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Kindergarten Impacts of a Preschool Language Focused-Intervention

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Titel: Kindergarten Impacts of a Preschool Language Focused-Intervention
Sprache: English
Autoren: Johanson, Megan, Justice, Laura M., Logan, Jessica
Quelle: Grantee Submission. 2016 20(2):94-107.
Peer Reviewed: Y
Page Count: 15
Publikationsdatum: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305F050124
R305B120008
Publikationsart: Journal Articles
Reports - Research
Education Level: Kindergarten
Primary Education
Early Childhood Education
Preschool Education
Descriptors: Language Acquisition, Reading Skills, Decoding (Reading), Intervention, Reading Comprehension, Language Skills, Vocabulary, Comparative Analysis, Program Effectiveness, Teaching Methods, Hierarchical Linear Modeling, Kindergarten, Preschool Education, Low Income Groups, At Risk Students, Language Tests, Achievement Tests, Statistical Analysis, Randomized Controlled Trials
Assessment and Survey Identifiers: Woodcock Johnson Tests of Achievement
DOI: 10.1080/10888691.2015.1074050
Abstract: Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding, and reading comprehension, for children exposed to the language-focused intervention "Learning Language and Loving It" (LLLI; Weitzman & Greenberg, 2002) during preschool. End of kindergarten skills were examined, comparing children whose teachers implemented LLLI (n = 25) or business-as-usual (BAU) instruction (n = 24). Hierarchical linear modeling results showed the LLLI intervention to have significant effects on children's decoding and reading comprehension in kindergarten for children who had high levels of language skill at preschool, as compared to their counterparts in the BAU condition. Study findings therefore indicate that preschool language-focused interventions may primarily benefit children with higher skill levels. This suggests the need to explore avenues for addressing the needs of children with relatively low language skills during preschool and the eventual transition to reading. [This article was published in "Applied Developmental Science," v20 n2 p94-107 2016.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2016
Dokumentencode: ED566470
Datenbank: ERIC
FullText Text:
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  Data: Kindergarten Impacts of a Preschool Language Focused-Intervention
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2016 20(2):94-107.
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  Data: Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding, and reading comprehension, for children exposed to the language-focused intervention "Learning Language and Loving It" (LLLI; Weitzman & Greenberg, 2002) during preschool. End of kindergarten skills were examined, comparing children whose teachers implemented LLLI (n = 25) or business-as-usual (BAU) instruction (n = 24). Hierarchical linear modeling results showed the LLLI intervention to have significant effects on children's decoding and reading comprehension in kindergarten for children who had high levels of language skill at preschool, as compared to their counterparts in the BAU condition. Study findings therefore indicate that preschool language-focused interventions may primarily benefit children with higher skill levels. This suggests the need to explore avenues for addressing the needs of children with relatively low language skills during preschool and the eventual transition to reading. [This article was published in "Applied Developmental Science," v20 n2 p94-107 2016.]
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        Value: 10.1080/10888691.2015.1074050
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      – Text: English
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    Subjects:
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Reading Skills
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      – SubjectFull: Decoding (Reading)
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      – SubjectFull: Intervention
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