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Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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Children’s quantification with every over time
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In: Glossa: a journal of general linguistics; Vol 2, No 1 (2017); 43 ; 2397-1835 (2017)
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Children’s quantification with every over time
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In: Glossa (2017)
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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children
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Teacher language in the preschool classroom: Initial validation of a classroom environment observation tool
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Abstract:
RESEARCH FINDINGS: This study reports initial descriptive and validity results of a new early childhood classroom observation measure, the Classroom Language Environment Observation Scales (CLEOS), designed to capture teachers’ use of both implicit language supports (e.g., incidental scaffolding and shared reading) and more explicit language instruction (e.g., direct vocabulary instruction). Classrooms (n = 122) serving at-risk three-to-five year-old children, and representing child care, Head Start and public prekindergarten were observed; a subgroup was also observed with the Teacher Behavior Rating Scale (TBRS), a well-validated tool. Results indicated limited use of most language-support strategies, particularly those that were more explicit. Concurrent validity for the CLEOS was supported via significant correlations with TBRS subscales. Greater use of higher quality linguistic input was significantly associated with teachers’ years of experience but not with their educational level. Findings supported the differential inclusion of linguistic input across settings, with large group circle timebeing the most frequent setting for explicit instructional input and centers being the most frequent setting for incidental supports. PRACTICE OR POLICY: Study results suggest a need to improve the professional development and preservice training for preschool teachers related to supporting rich language interactions and explicit language and vocabulary instruction within classrooms.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7079717/ https://doi.org/10.1080/10409289.2017.1408371
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Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills
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Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
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The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge
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Successful phonological awareness instruction with preschool children: Lessons from the classroom
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Predictive Validity of the Get Ready to Read! Screener: Concurrent and Long-Term Relations With Reading-Related Skills
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