Preschool Teachers' Fidelity in Implementing a Comprehensive Language-Rich Curriculum

Abstract

This study supports the need for speech-language pathologists to work closely with preschool educators to implement the activity contexts and instructional processes associated with high-quality preschool language-learning environments.

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

“…To date, we are aware of few curricula or programs that are designed to improve children's skills across these multiple dimensions of oral language (but see Clarke et al, 2010;Williams, 2005;Williams et al, 2004;Williams et al, 2005). Given evidence showing that early primary-grade teachers provide relatively a limited quantity of language-focused comprehension instruction (Connor et al, 2006;Justice et al, 2008;Walpole, Chow, & Justice, 2004), even in the context of adopting language-focused curricula (Connor et al, 2006;Justice et al, 2008;Pence et al, 2008;Pianta, Mashburn, et al, 2008;Walpole et al, 2004), the present study examined whether pre-K -grade 3 teachers' use of the Let's Know! supplement affected proximal and distal classroom processes corresponding to language-focused comprehension instruction.…”

“…Pence and colleagues, for instance, studied the classroom instruction of pre-K teachers who were trained to implement specific language-facilitating techniques within the context of adopting a language-focused curriculum (Pence et al, 2008). Teachers showed only modest increases in their use of these seven techniques over the academic year.…”

“…A rationale for focusing this study solely on classroom processes, independent of student outcomes, is suggested by the results of a number of studies showing that teachers may provide only limited supports to children with respect to development of lower-and higher-level language skills, particularly within the pre-K setting (Jackson et al, 2006;Pence, Justice, & Wiggins, 2008;Pentimonti & Justice, 2010;Powell, Diamond, Burchinal, & Koehler, 2010). …”

“…Teachers showed only modest increases in their use of these seven techniques over the academic year. Importantly, the extent to which teachers used these techniques was associated with children's language growth during pre-K (Jackson et al, 2006;Pence et al, 2008;Pentimonti & Justice, 2010;Powell et al, 2010). More recently, Pianta and colleagues examined classroom quality in pre-K settings, based on the Language Modeling domain of the CLASS, as teachers implemented a language-focused curriculum (Pianta, Mashburn, Downer, Hamre, & Justice, 2008).…”

Mucanje kod dece: dometi psihološkog teorijskog pristupa i tretmana sa osvrtom na ulogu školskog okruženja

“…izbegavanje davanja sugestija detetu da se smiri, udahne duboko, izbegavanje da se kompletiraju reči umesto dece, izbegavanje da se smanjuju očekivanja od dece koja mucaju i sl. Neka istraživanja (Pence, Justice, & Wiggins, 2008), upućuju na potrebu uključenja specijalista za govor i jezik i na predškol-skom periodu koji bi sarađivali sa vaspitačima na pitanjima sticanja adekvatnih govornih navika.…”