Project Activities
Researchers will conduct a series of five interrelated studies at two research sites. In the first study, they will link the data from the existing IES-funded dataset to state data to examine associations between pre-k language and literacy gains and long-term outcomes. In the next three studies, they will code existing videotaped classroom observations to identify early childhood classroom factors associated with children's language gains. In the final study, they will conduct observations and educator interviews with 20 early childhood educators to further explore classroom processes that are associated with child outcomes.
Structured Abstract
Setting
This project uses secondary data from early childhood programs across the state of Ohio and primary data from early childhood programs in Nebraska.
Sample
The secondary data sample includes 547 early childhood educators and 1953 children from 490 early childhood classrooms. The primary data sample will include 20 early childhood educators.
The researchers will identify malleable practices that support preschoolers' language development. Malleable factors include program-level policies and classroom practices and processes.
Research design and methods
This four-project involves a series of five interrelated studies using multiple methods. The project involves primary data collection, use of secondary data from an evaluation study, and use of state test scores for children who participated in the evaluation study. In the first study, the researchers will conduct a secondary analysis of existing longitudinal quantitative data. They will link this data to state data to determine associations between pre-k language and emergent literacy gains and children's later kindergarten readiness and grade 3 reading outcomes. They will also identify classrooms in which children exhibit greater versus less than typical language gains. In year 2, the researchers will conduct two studies. They will examine existing videotaped classroom observations using both quantitative and qualitative approaches to identify early childhood classroom factors associated with children's language gains. In year 3, researchers will conduct a third secondary data analysis study to examine whether classroom factors identified in the year 2 studies are positively associated with children's language gains. In the final study, the researchers will recruit a new sample of 20 early childhood educators to participate in three videotaped classroom observations and semi-structured interviews. They will obtain children assessment data from participating programs. The researchers will conduct analyses to further explore classroom processes that may not be visible via classroom observations and refine their conceptual framework. In the final year of the project, the researchers will conduct analyses and disseminate the study findings.
Control condition
Due to the exploratory nature of the research design, there is no control condition.
Key measures
The Ohio Department of Education will provide Ohio Kindergarten Readiness Assessment scores and Grade 3 Reading subtest scores from the Ohio Assessments of Achievement. Child assessment measures include the Clinical Evaluation of Language Ability Fundamentals-Preschool and the Preschool Language Scales-5. Classroom observation measures include the Classroom Assessment Scoring System, the Teacher Behavior Rating Scale, and a pre-k adaptation of the Individualizing Student Instruction coding scheme. Researchers will use the Systematic Analysis of Language Transcripts to code features of classroom language. They will use the Conversational Responsiveness Assessment and Fidelity Tool to code educators' use of language-facilitating strategies.
Data analytic strategy
Researchers will use quantitative (structural equation modeling) and qualitative (open coding and thematic coding) methods to conduct analyses to answer the primary research questions. In the first study, they will use a latent change model to estimate individual gains across two time points. In the next three studies, the research team will use both quantitative and qualitative approaches to identify early childhood classroom factors associated with children's language gains. In the final study they will use a thematic coding approach to code and analyze semi-structured interviews to explore classroom processes that are associated with child outcomes.
People and institutions involved
IES program contact(s)
Products and publications
Researchers will produce preliminary evidence of potentially promising practices that are associated with children's language gains and peer-reviewed publications. They will also prepare policy briefs and present study findings to early childhood practitioners and policymakers.
Publications:
Publications available in ERIC can be found here.
Cutler, L., Schachter, R. E., Gabas, C., Piasta, S. B., Purtell, K. M., & Helsabeck, N. P. (2023). Patterns of classroom organization in classrooms where children exhibit higher and lower language gains. Early Education and Development, 34(5), 1128-1146.
Gabas, C., Cutler, L., & Schachter, R. E. (2023). Making Mistakes: Children's Errors as Opportunities for Emergent Literacy Learning in Early Childhood. The Reading Teacher, 76(6), 664-672.
Gabas, C., Schachter, R. E., & Bosire, J. P. (2024). Writing experiences in early childhood classrooms where children made higher language gains. Journal of Early Childhood Literacy, 14687984241289603.
Logan, J. A., Piasta, S. B., Purtell, K. M., Nichols, R., & Schachter, R. E. (2024). Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement. Child Development, 95(2), 609-624.
Schachter, R. E., Gabas, C., Purtell, K., & Piasta, S. B. (2024). Generative versus Constrained Contexts: Differentiating the Language Learning Opportunities in Early Childhood Classrooms. Literacy Research and Instruction, 1-26.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
