考察经历高质量早期儿童计划的黑人儿童从学前到一年级的读写和语言结果

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2023-02-14 DOI:10.1086/723372
Gary E. Bingham, Chavez Phelps, Meghan P. Dean
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引用次数: 1

摘要

这项研究调查了185名符合Head Start条件的黑人儿童的识字轨迹,这些儿童从学前班到一年级,参加了一个高质量的早期学习项目,与他们上幼儿园和一年级的小学有物理联系。社会情感、语言和识字技能在学龄前和学前教育(PreK)的秋季和春季进行评估,秋季仅在幼儿园和一年级进行评估。儿童在童年早期就获得了识字和语言能力,并一直保持到一年级。尽管处于相关早期学习/小学经历的儿童在语言和识字技能方面的表现高于同龄人,但只有语言技能的差异具有显著性。幼儿园的优势在一年级就消失了,因为相比之下,孩子们的语言技能有所提高,缩小了成绩差距。研究结果表明,为年轻学习者创造清晰的学术途径的重要性,这些途径优先考虑旨在保持积极学习轨迹的教学机会。
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Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program
This study examined the literacy trajectories of 185 Head Start-eligible Black children from preschool to first grade enrolled in a high-quality early learning program physically connected to an elementary school where they attended kindergarten and first grade. Social emotional, language, and literacy skills were assessed in the fall and spring of the school year in preschool and prekindergarten (PreK) and the fall only in kindergarten and first grade. Children made literacy and language gains in early childhood that were maintained into first grade. Although children in the connected early learning/elementary experience performed above peers on language and literacy skills, only differences in language skills reached significance. Advantages in kindergarten were gone by first grade as comparison children evidenced improvement of language skills that narrowed the performance gap. Findings point to the importance of creating clear academic pathways for young learners that prioritize instructional opportunities designed to maintain positive learning trajectories.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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