TY - JOUR
T1 - Teacher qualifications, classroom practices, family characteristics, and preschool experience
T2 - Complex effects on first graders' vocabulary and early reading outcomes
AU - McDonald Connor, Carol
AU - Son, Seung Hee
AU - Hindman, Annemarie H.
AU - Morrison, Frederick J.
N1 - Funding Information:
This research was supported by grants from the National Institutes of Health, Child Health and Development U10HD38121, R01HD027176 and from the Department of Education R305H040013. We wish to thank Laura Klem, University of Michigan, for her advice on SEM, the members of the Pathways to Literacy Project for all of their help, and the families and teachers who participated in this project.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2005/10
Y1 - 2005/10
N2 - Using an ecological model, this study explored the effects of distal and proximal sources of influence on students' learning. We first examined three markers of teacher qualification - elementary education credential, years of education, and years of experience - on observed classroom practices across three dimensions - warmth/responsivity, control/discipline, and time spent on academic activities - as they related to children's vocabulary and early reading skills. We then examined the impact of this core system embedded in a larger system that included children's vocabulary and word recognition skills prior to school entry, their home and preschool learning environments, and family SES. Results, using structural equation modeling, revealed that students whose teachers were more warm and responsive and who spent more time in academic activities demonstrated stronger vocabulary and decoding skills at the end of first grade. Teachers with more years of education interacted with students more responsively but, surprisingly, their students had weaker early reading skills. Overall, students' language and letter-word recognition scores when they were 54 months of age, their home learning environment and family SES accounted for most of the variability in vocabulary and early reading scores at the end of first grade. Implications of the multiple and concurrent sources of influence on students' language and literacy development are discussed.
AB - Using an ecological model, this study explored the effects of distal and proximal sources of influence on students' learning. We first examined three markers of teacher qualification - elementary education credential, years of education, and years of experience - on observed classroom practices across three dimensions - warmth/responsivity, control/discipline, and time spent on academic activities - as they related to children's vocabulary and early reading skills. We then examined the impact of this core system embedded in a larger system that included children's vocabulary and word recognition skills prior to school entry, their home and preschool learning environments, and family SES. Results, using structural equation modeling, revealed that students whose teachers were more warm and responsive and who spent more time in academic activities demonstrated stronger vocabulary and decoding skills at the end of first grade. Teachers with more years of education interacted with students more responsively but, surprisingly, their students had weaker early reading skills. Overall, students' language and letter-word recognition scores when they were 54 months of age, their home learning environment and family SES accounted for most of the variability in vocabulary and early reading scores at the end of first grade. Implications of the multiple and concurrent sources of influence on students' language and literacy development are discussed.
KW - Children
KW - Instruction
KW - Language
KW - Literacy
KW - Reading
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U2 - 10.1016/j.jsp.2005.06.001
DO - 10.1016/j.jsp.2005.06.001
M3 - Article
AN - SCOPUS:26644464820
SN - 0022-4405
VL - 43
SP - 343
EP - 375
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 4
ER -