Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

By Laura M. Justice, Andrew J. Mashburn, B. Hamre, Robert C. Pianta. Early Childhood Research Quarterly, 2008

686 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bd6b871fde8fb07b5d6cbd7ec389e8ae0f63bd1c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “Indeed, other studies examining different types of instruction have also reported positively skewed data (Early et al., 2010; Justice et al., 2008; Weiland and Yoshikawa, 2013), however, they typically used analytic methods that would be unable to adequately deal with these floor effects, making it…”
How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, background): “And unfortunately, results of largescale classroom observations imply that teacher–child conversations are least prevalent in classrooms serving the most disadvantaged children, which represents missed opportunities to change the odds for children in poverty (Justice et al., 2008).”
Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development (2008, positive): “Our analysis of classroom conversations, consistent with prior analyses of the details of classroom discourse ( Dickinson, 2001a , 2001b ; Dickinson, McCabe, & Clark-Chiarelli, 2004 ) and a more holistic examination of the quality of support for language in pre-kindergarten classrooms ( Justice, M”
Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom (2009, background): “…classroom that are associated with children’s short- and long-term literacy achievement (Dickinson and Smith 1994; Huttenlocher et al. 2002; Justice et al. 2008; Mashburn et al. 2009; Pence et al. 2008), very few studies have focused specifically on preschool teachers’ use of scaffolding…”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “…thus advocate that oral language ought to be a central omponent of early childhood education (Mol & Bus, 2011; NELP, 008; Snow et al., 1998), as entwined in curricula (Girolametto & eitzman, 2002; Justice et al., 2008) and daily activities (Connor, orrison, & Slominski, 2006; Early et al., 2010).”