Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2020-09-11 DOI:10.1177/0271121420948603

Elizabeth B. Cashiola, Rebecca J. Bulotsky-Shearer, D. Greenfield

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引用次数: 4

Abstract

Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start (N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through teacher ratings and direct assessments developed for use in preschool programs serving diverse populations of young children. Significant associations varied by type of behavior and language and literacy skill. Higher overactive behavior in the fall was associated with lower listening comprehension skills in the spring, whereas higher underactive behavior in the fall was associated with lower vocabulary skills in the spring. In addition, lower listening comprehension skills in the fall were associated with higher levels of underactive behavior in the spring. Implications for future research, policy, and practice are discussed.

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学前课堂行为与语言和识字技能的双向关联

在Head Start（N=297）注册的儿童样本中，研究了学前课堂过度活跃（或外化）和不活跃（或内化）行为与语言和识字技能（即词汇和听力理解）之间的潜在双向关联。使用结构方程建模（SEM）的交叉滞后面板设计是使用通过教师评级和直接评估收集的数据进行的，这些数据是为不同幼儿群体的学前教育项目开发的。显著的关联因行为类型、语言和识字技能而异。秋季的过度活跃行为越高，春季的听力理解技能越低，而秋季的过度活动行为越低，春季的词汇技能越低。此外，秋季较低的听力理解能力与春季较高水平的活动不足行为有关。讨论了对未来研究、政策和实践的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.