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- Reading
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- Reading and Teacher Quality
- Adolescent Development: An Improved Replication Study
- Children's Number Categories and Understanding of Numerical Magnitude
- Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the Responsive Classroom Approach
- Determining the Concurrent and Predictive Validity of Two Emergent Literacy Screeners
- Do Fathers Matter? The Role of Father Involvement in Pre-adolescent Academic and Social Development
- Effective Accountability: Success of State Departments of Education at Promoting and Implementing State Standards and Test-based Accountability, 1981–2001
- Effective Intervention in School Settings Requires the Recognition of Individual Differences in Autism
- Effects of Comparison on Learning New Principles
- The Effects of Diagrams and Diagramming Tools on the Analysis of Social Policy
- Experimental Validation of Instructional Materials on Usability-Supporting Architectural Patterns
- Exploring Effects of Different Instructional Approaches to Reading Comprehension
- The Help Tutor: Improving Students' Help-seeking Behavior While Working with Intelligent Tutoring Systems
- Identifying and Overcoming the Learning Gaps Created by Early Childhood Poverty
- Immigrant Differences in Early Reading Achievement: Evidence from the ECLS-K
- Information and Access: Modeling the Impact of Information on a Student's Probability of Attending College
- Intelligent Tutoring of the Structure Strategy Improves Reading Comprehension of Fifth and Seventh Grade Students
- Interactive Effect of Parenting and Teaching Styles on Academic Achievement
- Investigation of a Brain-Based Intervention to Improve Performance on Multiple Attention Based Tasks
- iSTART: An Interactive Reading Strategy Yutoring System that Helps Adolescent Readerse Understand Challenging Text
- 'Mindless Reading' and its Effects on Comprehension
- Preschool Classroom Quality: Impacts on Reading Outcomes for Children With and Without Language Impairment
- Priming: Language Intervention for Children Prenatally Exposed to Cocaine
- Profiles of Approaches to Learning in Head Start Preschoolers
- The Reading Trajectory of Children with Language Impairment from Preschool to Fifth Grade: A Prospective Study of the Forecast for School
- Re-entry into the Community: The Impact of School Enrollment on Future Recidivism
- Risk Factors Available in Birth Certificate Records for Mental and Motor Delay at 9-months
- School Factors as Mediators of the Relation between Child Maltreatment and Adult Crime: An Examination of a Long-Term Developmental Model
- Student Motivation and Engagement During Classroom Discussion
- Teacher Licensure Tests and Student Achievement
- Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
- Temperament, Approaches to Learning, and Children's School Readiness
- Toddlers' Imitation of New Skills from Video and Live Instruction
- The Trajectory of Student Interest and Its Implications for Learning and Achievement
- Transitioning to School: Describing the Classroom Environment of Rural, Low-Income Children in Kindergarten and 1st Grade
- Uniform Admissions Policies and Effects of Elite Schools
- Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models
- Your Brain on Geometry
Conference Program (865 KB)
Preschool Classroom Quality: Impacts on Reading Outcomes for Children With and Without Language Impairment
Presenters:
Anita McGinty, University of Virginia
Lori Skibbe, University of Virginia
Laura Justice, University of Virginia
Abstract: This study utilized the data set from the longitudinal NICHD Study of Early Child Care to examine the impact preschool classroom quality has on first grade reading achievement for children with language impairment (LI) at 54 months of age. Studies suggest that strong classroom quality is a protective factor in academic achievement, but this hypothesis has not been examined for children with LI. A linear regression model showed no main effects of caregiver or setting quality on first grade reading for children with LI, yet we observed a significant and positive interaction between LI status and caregiver quality on reading outcomes. The data suggest caregiver quality, rather than setting quality, has a positive impact on first grade reading for children without LI but does not serve as a protective factor in reading outcomes for children with LI. Clinical implications, limitations of this study, and further research directions will be discussed.