Preschool instruction and children's emergent literacy growth

By Carol McDonald Connor, F. Morrison, Lisa Slominski. 2006

457 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d9aacf522611b0ad797cef5e0586c0859f277901

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “, one on one instruction, teacher-directed whole group, small group, and free play), and (c) the quality of teacher-child interactions, which represent three key educational opportunities within the classroom that are associated with children’s academic and socioemotional development (e.g., Claessen”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “When districts or teachers measure children's school readiness, it provides information for optimizing classroom placements; formative assessment can be the basis of adjusting instruction throughout the school year to ensure that teachers meet individual children's needs (Connor et al., 2006).”
Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development (2008, background): “…2006; Dickinson & Tabors, 2001); and (d) it is difficult to devise interventions for children from low-income homes that have substantial impact on language development (Connor et al., 2006; Dickinson & Brady, 2005; Dickinson & Tabors, 2001; Wasik & Bond, 2001; Wasik, Bond, & Hindman, 2006).”
Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context (2009, methodology): “…Girolametto and Weitzman (2002), and Connor, Morrison, and Slominski (2006); however, it should be acknowledged that the field of early childhood education has not achieved consensus concerning how classroom learning activities should be classified (see Connor et al., 2006, for a discussion).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “, 2002); positively acknowledging children’s comments and questions with a verbalization has been associated with higher performance on measures of receptive vocabulary (Rush, 1999); and the number of teacher utterances related to analysis, prediction, and vocabulary has been linked to children’s vo”
Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children (2009, background): “Following Connor, Morrison, and Katch (2004) and Connor et al. (2006), we considered the dimensions of teacher- or child-managed and explicit or implicit code focus.”