The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

Cabell, Sonia Q.; Justice, Laura M.; Piasta, Shayne B.; Curenton, Stephanie M.; Wiggins, Alice; Turnbull, Khara L.P.; Petscher, Yaacov

doi:10.1044/1058-0360(2011/10-0104)

Cited by 135 publications

(78 citation statements)

References 59 publications

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“…Consistent with the present findings, prior studies have reported that whole class intervention tends to benefit the skills of children entering the year with relatively higher levels of language skill (Cabell et al, in press; Justice et al, 2010). It is reasonable to assume that children with better language skills will be able to take greater advantage of learning opportunities presented to them in the classroom.…”

Section: Implications For Practicesupporting

confidence: 92%

“…Many professional development approaches aimed at improving preschool teacher practice have demonstrated limited success in moving children's early skills forward, particularly the oral language skills of children who are deemed at risk (e.g., Cabell et al, in press; Dickinson et al, 2011). Therefore, even the small effect of MTP on children's skills reported in the present study is meaningful.…”

Section: Implications For Practicementioning

confidence: 99%

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Improving Preschoolers’ Language and Literacy Skills Through Web-Mediated Professional Development

Cabell

Downer

2011

NHSA Dialog

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MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English.

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Section: Implications For Practicesupporting

confidence: 92%

Section: Implications For Practicementioning

confidence: 99%

Improving Preschoolers’ Language and Literacy Skills Through Web-Mediated Professional Development

Cabell

Downer

2011

NHSA Dialog

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“…All videos were included in further analyses. The proportion of timeslots in which participants used each strategy or behaviour was used as the main dependent variable to measure adult interaction behaviour, as used by Cabell et al (2011) in their similar study of LLLI-based training. As shown in Table 3, Friedman's tests showed statistically significant increases in the use of two communication-facilitating strategies: 'uses comments to cue another turn' (χ 2 (2) = 7.00, p = 0.03), and 'looks warm and expectant to encourage interaction' (χ 2 (2) = 7.625, p = 0.022).…”

Section: Resultsmentioning

confidence: 99%

Increasing early childhood educators’ use of communication-facilitating and language-modelling strategies: Brief speech and language therapy training

McDonald

Proctor

Gill

et al. 2015

Child Language Teaching and Therapy

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Intensive Speech and Language Therapy (SLT) training courses for Early Childhood Educators (ECEs) can have a positive effect on their use of interaction strategies that support children's communication skills. The impact of brief SLT training courses is not yet clearly understood. The aims of these two studies were to assess the impact of a brief SLT training course on ECEs' interaction behaviour, and to explore ECEs' views and experiences of the course. In Study 1, eight ECEs took part in a multiple-baseline study of a brief SLT training course. Videorecordings of interactions with children were used to evaluate ECEs' interaction behaviour using the Conversational Responsiveness Assessment and Fidelity Tool. In Study 2, seven ECEs took part in semi-structured interviews about this training course. Template analysis was used to identify key themes. In Study 1, the group of trained ECEs showed a statistically significant increase in their use of one communication-facilitating strategy (using comments to cue turntaking) and a statistically significant decrease in their use of one conversation-hindering behaviour (asking yes/no, testing or rhetorical questions). Analysis at the individual level showed a modest increase in some ECEs' use of language-modelling strategies and a more generalized decrease in conversation-hindering behaviours. In Study 2, ECEs more consistently reported learning and using communication-facilitating strategies than language-modelling strategies. ECEs identified several features of the training course that facilitated learning: the practical, interactive nature

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“…As a result, data from 7 to 10 children per classroom (130 in total) were analyzed for the present study. Therefore, the sample of 130 children represents about 44% to 63% of the enrollment within each classroom, which is characteristic of many large-scale studies of child development in early education settings (Cabell et al, 2011; Justice, Kaderavek, Fan, Sofka, & Hunt, 2009). However, it is necessary to acknowledge that the present work makes inferences regarding the relations between classroom age composition and children’s language growth.…”

Section: Methodsmentioning

confidence: 99%

Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers

Guo

Tompkins

Justice

et al. 2014

Early Education and Development

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Research Findings The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children’s age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children’s vocabulary gains within classrooms characterized by better behavior management. Practice or Policy Findings underscore the importance of children’s social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children’s behaviors so as to provide a classroom that is optimal for child learning.

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The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

Abstract: Although teacher responsivity education is viewed as benefitting children's language and literacy development, the impacts of this type of intervention on children's skills warrant further investigation.

Cited by 135 publications

References 59 publications

Improving Preschoolers’ Language and Literacy Skills Through Web-Mediated Professional Development

Improving Preschoolers’ Language and Literacy Skills Through Web-Mediated Professional Development

Increasing early childhood educators’ use of communication-facilitating and language-modelling strategies: Brief speech and language therapy training

Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers

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