Prekindergarten Interactive Book Reading Quality and Children’s Language and Literacy Development: Classroom Organization as a Moderator

Cabell, Sonia Q.; Zucker, Tricia A.; DeCoster, Jamie; Melo, Carolina; Forston, Lindsay D.; Hamre, Bridget K.

doi:10.1080/10409289.2018.1514845

Cited by 34 publications

(24 citation statements)

References 59 publications

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“…Some teachers' limited skill in managing their classroom also presented barriers to implementation. Indeed, the extent to which shared book reading curricula are effective for children's language learning may depend on the quality of classroom management (Cabell et al, 2019). Finally, teachers' own vocabulary and reading skill appeared to be a barrier for a small number of participants (e.g., teachers who were not fluent in English).…”

Section: Barriers To Implementation Of Curriculamentioning

confidence: 99%

Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum

Zucker

Jacbos

Cabell

2021

Early Education and Development

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Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachersâ€™ implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachersâ€™ fidelity of implementing the curriculum as well as difficulty going off script. Thus, our goal was to identify barriers to fidelity of implementation and map these onto possible behavior change techniques. Participants included 175 teachers from pre-kindergarten and kindergarten classrooms. We used mixedmethod approaches that included surveys, focus groups, and interviews with teachers and their coaches. The most salient barriers to fidelitious implementation were: competing priorities for instructional time as well as limited teacher knowledge and skills. For some teachers, other barriers included difficulty changing habits, challenges with memory and attention processes, or lack of fit when the curriculum was used with populations beyond the designed scope. Practice or Policy: To understand why teachers may not consistently implement evidence-based curricula with fidelity, we explain steps other education researchers can use to apply the TDF and insights from the field of implementation sciences. We provide sample TDF survey questions and suggestions to help educators and researchers systematically revise the theory of change for curricular interventions.Increasingly, experts argue that curricula are one potentially effective method for education reform (Chingos & Whitehurst, 2012;Whitehurst, 2009). However, when evidence-based curricula are provided, teachers do not always implement curricula in their classrooms as intended (Clements, 2007;Justice et al., 2009;Piasta et al., 2015). That is, there is either a gap between what curriculum developers intend and what classroom teachers actually execute with students (Mihalic et al., 2004) or there are individual or school factors that influence implementation (Domitrovich et al., 2015;Ransford et al., 2009). This is typically conceptualized as fidelity of implementation (FOI; Dane & Schneider, 1998;Dusenbury et al., 2003), meaning the extent to which an intervention is implemented in accordance with the original program design (O'Donnell, 2008). It is imperative that researchers study factors that influence FOI, as multiple studies have found better child outcomes when their teachers implemented evidence-based curricula with higher fidelity (

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Section: Barriers To Implementation Of Curriculamentioning

confidence: 99%

Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum

Zucker

Jacbos

Cabell

2021

Early Education and Development

Self Cite

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“…Hindman et al (2012) separated teachers' talk into contextualized talk (concrete information directly related to the content) and decontextualized talk (abstracted information inferred by the content) based on the information complexity. Cabell et al (2019) suggested three types of SBR talk, namely literal talk, which elicits contextualized language, inferential talk, which promotes decontextualized language use, and early literacy talk, which raises print knowledge or phonological awareness. However, they did not study these three strategies separately but considered them together as extratextual talk.…”

Section: Association Between Teachers' Shared Book Reading Strategies and Children's Vocabulary Development In Rural China Preschoolsmentioning

confidence: 99%

“…"The sky is blue."). Some synonyms used for textual strategies are "literal talk" (Cabell et al, 2019;Zucker et al, 2010) and "contextualized talk" (Curenton et al, 2008;Hindman et al, 2012).…”

Section: Association Between Teachers' Shared Book Reading Strategies and Children's Vocabulary Development In Rural China Preschoolsmentioning

confidence: 99%

“…"What do you do when you feel sad?"). Some synonyms used for extratextual strategies are "inferential talk" as in Zucker et al (2010) and Cabell et al (2019) and "decontextualized talk" as in Curenton et al (2008) and Hindman et al (2012). Zucker et al (2010) found that in SBR, 63% of teachers' and 76% of parents' talk is textual, while 23% to 37% of the talk is devoted to extratextual strategies.…”

Section: Association Between Teachers' Shared Book Reading Strategies and Children's Vocabulary Development In Rural China Preschoolsmentioning

confidence: 99%

“…“What do you do when you feel sad?”). Some synonyms used for extratextual strategies are “inferential talk” as in Zucker et al (2010) and Cabell et al (2019) and “decontextualized talk” as in Curenton et al (2008) and Hindman et al (2012).…”

mentioning

confidence: 99%

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Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools

He¹,

Bowman²

2021

Journal of Chinese Writing Systems

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Shared book reading is among the most common activities in preschools and is a key teaching practice to improve children’s language and literacy skills. The purpose of this research is to investigate the association between teachers’ shared book reading strategies and preschoolers’ language skills in rural China. We coded shared book reading class videos of 10 village-level kindergarten classrooms and divided teachers’ strategies into two categories – textual and extratextual strategies. This study analyzed the correlation between teachers’ choice of shared book reading strategies and children’s language skills among 10 teachers and 94 children. We found that teachers’ use of textual strategies was a strong predictor of children’s language skills. Implications for teaching skills during shared book reading in rural China preschools are discussed.

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Touch‐Talk‐Text: Science Practices and Language for Reading Comprehension

Grifenhagen¹,

Carrier²,

Scharen³

et al. 2021

The Reading Teacher

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Prekindergarten Interactive Book Reading Quality and Children’s Language and Literacy Development: Classroom Organization as a Moderator

Cited by 34 publications

References 59 publications

Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum

Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum

Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools

Touch‐Talk‐Text: Science Practices and Language for Reading Comprehension

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