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Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families: What Works Under What Conditions?
Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families: What Works Under What Conditions?
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152126
- ISBN
- 9798383607312
- DDC
- 372.21
- 서명/저자
- Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families: What Works Under What Conditions?
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 119 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Gray, Shelley.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 요약The purpose of this study was to investigate the extent to which the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for low-income preschoolers was impacted by participant characteristics and variables associated with implementation. In a follow-up to a randomized controlled trial (Gray et al., 2024), data was collected from 174 preschool children whose teachers implemented TELL, a Tier 1, whole-class curriculum package targeting the improvement of oral language and early literacy skills. A Bayesian model averaging approach was taken to identify the best candidate models based upon the hypothesized predictors. Findings showed the strongest support for pretest abilities and initial response to instruction as best predictors of end-of-year outcomes. R 2 values showed that the most probable models accounted for a substantial amount of variance in student outcomes for Expressive Vocabulary, Uppercase Letter Naming, Letter Sounds, and Concepts About Print. However, none of the candidate models emerged as a substantially better account of the variability in outcomes, suggesting predictors appeared to comparably account for outcomes through multiple combinations. Therefore, while the models explained a substantial portion of the variance for some CBMs, there was no single set of predictors that clearly outperformed others. These findings suggest that responsiveness to TELL was comparably accounted for by various combinations of these best candidate predictors.
- 일반주제명
- Reading instruction
- 일반주제명
- Language
- 키워드
- Oral language
- 기타저자
- Arizona State University Speech and Hearing Science
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152126
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■020 ▼a9798383607312
■035 ▼a(MiAaPQ)AAI31482725
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a372.21
■1001 ▼aHunter, DeAnne Rae Paulino.
■24510▼aTeaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families: What Works Under What Conditions?
■260 ▼a[Sl]▼bArizona State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a119 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Gray, Shelley.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aThe purpose of this study was to investigate the extent to which the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for low-income preschoolers was impacted by participant characteristics and variables associated with implementation. In a follow-up to a randomized controlled trial (Gray et al., 2024), data was collected from 174 preschool children whose teachers implemented TELL, a Tier 1, whole-class curriculum package targeting the improvement of oral language and early literacy skills. A Bayesian model averaging approach was taken to identify the best candidate models based upon the hypothesized predictors. Findings showed the strongest support for pretest abilities and initial response to instruction as best predictors of end-of-year outcomes. R 2 values showed that the most probable models accounted for a substantial amount of variance in student outcomes for Expressive Vocabulary, Uppercase Letter Naming, Letter Sounds, and Concepts About Print. However, none of the candidate models emerged as a substantially better account of the variability in outcomes, suggesting predictors appeared to comparably account for outcomes through multiple combinations. Therefore, while the models explained a substantial portion of the variance for some CBMs, there was no single set of predictors that clearly outperformed others. These findings suggest that responsiveness to TELL was comparably accounted for by various combinations of these best candidate predictors.
■590 ▼aSchool code: 0010.
■650 4▼aEarly childhood education
■650 4▼aReading instruction
■650 4▼aLanguage
■653 ▼aEarly literacy skills
■653 ▼aExpressive Vocabulary
■653 ▼aCurriculum package
■653 ▼aOral language
■690 ▼a0518
■690 ▼a0535
■690 ▼a0679
■71020▼aArizona State University▼bSpeech and Hearing Science.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163032▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
