Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

Abstract

The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children-both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children's reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children's reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk.

Association between the Quality of Teacher-Child Interaction and Language Development

“…Yet, the few studies that do consider this parameter testify to its high significance. For instance, better-organized classrooms are associated with greater gains in vocabulary [Curby et al 2009;Hu et al 2016], phonological awareness [Hu et al 2016;Sabol, Bohlmann, Downer 2018], and letter-sound knowledge [Pakarinen et al 2017;Silinskas et al 2017]. The classroom organization scale of the CLASS instrument evaluates the methods that teachers use to foster children's learning abilities, engagement, and interest in learning.…”

“…Our third research question was whether the impact of classroom quality on language development varies as a function of children's socioeconomic status and personal psychological characteristics. The available research findings show that the effects vary depending on children's socioeconomic backgrounds and on whether they experience behavioral, cognitive or communication problems as they enter kindergarten [Hamre et al 2013;Sabol et al 2018;Silinskas et al 2017]. Positive effects turn out to be significantly stronger for children of lower socioeconomic status and those with behavioral, learning, and peer communication difficulties than for students outside those categories.…”

“…Some research groups have found emotional support quality to have significant effects on the development of letter-sound knowledge [Hamre, Pianta 2005;Pakarinen et al 2017;Silinskas et al 2017]. A Finnish research team led by Gintautas Silinskas revealed that Grade 1 reading outcomes are much better in classrooms in which teachers show warmth and sensitivity, provide well-established routines, and…”

Patterns of Children’s Relationships With Parents and Teachers in Grade 1: Links to Task Persistence and Performance

“…Several studies have shown a relationship between the quality of children’s relationships with parents at home and teachers at school and the development of academic performance ( Silinskas, 2012 , Silinskas et al, 2017 ; Nurmi et al, 2018 ). In particular, research into children’s relationships with teachers typically reports positive associations between close/non-conflictual teacher–student relationships and students’ academic performance in Grade 1 and beyond ( Hughes, 2011 ; Roorda et al, 2011 ; Lippard et al, 2017 ; Valiente et al, 2019 ).…”

Relationship Between The Classroom Quality And Language Development: Theoretical Review

“…Finnish researchers, headed by Silinskas G., studied the relationship between teacher-child interaction and the development of children's reading skills (Silinskas, et al, 2017). The sampling included 1029 children, age 5 to 7.…”