Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills
| Autor: | Alison E. Baroody, Karen E. Diamond |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Early childhood education
Vocabulary Health (social science) media_common.quotation_subject education 05 social sciences 050301 education Early reading behavioral disciplines and activities Literacy Education Developmental psychology Free play Phonological awareness Head start Reading (process) Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Journal of Early Childhood Research. 14:146-162 |
| ISSN: | 1741-2927 1476-718X |
| DOI: | 10.1177/1476718x14529280 |
| Popis: | This study examines the relations among the classroom literacy environment, children’s interest and engagement in literacy activities, and children’s early reading skills in a sample of 167 children aged 4 and 5 years enrolled in 31 Head Start classrooms. Researchers rated the classroom literacy environment. Teachers reported on children’s interest in literacy activities and observers reported on children’s engagement in literacy activities during large group and free play. Researchers directly assessed children’s early reading skills: phonological awareness, letter-word knowledge, and expressive vocabulary. Classroom literacy environment was indirectly associated with some early reading skills via child literacy interest and engagement. Different associations were found for literacy engagement during large group compared to literacy engagement during free play. The implications of the findings are discussed, as are directions for future research. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|