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Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families : = What Works Under What Conditions?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families :/
其他題名:	What Works Under What Conditions?
作者:	Hunter, DeAnne Rae Paulino.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
標題:	Language. -
電子資源:	click for full text (PQDT)
ISBN:	9798383607312

Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families : = What Works Under What Conditions?
Hunter, DeAnne Rae Paulino.

Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families :What Works Under What Conditions? - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

Thesis (Ph.D.)--Arizona State University, 2024.

Includes bibliographical references

The 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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383607312Subjects--Topical Terms:

571568
Language.
Subjects--Index Terms:

Early literacy skillsIndex Terms--Genre/Form:

554714
Electronic books.

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