Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities.

By David K. Dickinson, Michelle V. Porche. Child Development, 2011

691 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/67fb947cdbb040cd5883e599aa29f33dd3241d3c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research (2013, background): “The benefits of early attention to unconstrained skills may not be readily observable in the first years of school, but increase in value in later years when lower-level reading processes are mastered (Dickinson and Porche 2011).”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, background): “Another type of scaffolding involves teacher–student dialogue designed to maximize children’s opportunities to use words meaningfully in new contexts (Dickinson & Porche, 2011).”
Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development (2015, background): “…experiences in preschool settings, to include efforts to increase teachers’ use of responsive strategies that encourage children to participate in conversations (Cabell et al., 2011; Dickinson & Porche, 2011; Girolametto, Weitzman, & Greenberg, 2003; Piasta et al., 2012; Wasik & Hindman, 2011a).”
Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum (2013, background): “As children engage in science experiences, children are encouraged to describe their observations, ask questions, and make predictions—all essential skills which support children’s language development longitudinally (e.g., Dickinson and Porche 2011).”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, positive): “Children whose teachers provide more language-advancing input progress more in their language over the course of the school year than do children with teachers whose language use is less supportive (Dickinson & Porche, 2011; Huttenlocher et al., 2002).”
Why poor children are more likely to become poor readers: the early years (2014, background): “…to high quality teacher talk in preschool (rich vocabulary, sophisticated sentences, thought-provoking questions and positive tone) has been found to be associated with children’s literacy and language skills when they reach school (Dickinson and Porche 2011; Test, Cunningham, and Lee 2010).”
How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, methodology): “For example, the Harvard Home-School Study found that children in classrooms with more open prompts (including during shared book reading) built stronger vocabulary skills over the course of the year (Dickinson & Tabors, 2001) and beyond (Dickinson & Porche, 2011).”