Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting?

Guardado en:

Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 10 (2025), p. 1368-1399
Autor principal:	Shea Zhiling Meng
Otros Autores:	Piasta, Shayne B, Shen, Ye, Hudson, Alida K, Zettler-Greeley, Cynthia M, Lewis Kandia, Logan, Jessica A, R
Publicado:	MDPI AG
Materias:	National Association for the Education of Young Children Teaching Curricula Early childhood education Learning At risk populations Language acquisition Comprehension Structural equation modeling Teachers Reading difficulties Writing Early literacy Phonological awareness Preschool education Preschool children Literacy Intervention Reading disabilities Consciousness Risk Letters (Correspondence) Phonology Classrooms Structural models Educational Opportunities Activity Units Early Reading Evaluation Research Direct Instruction Academic Achievement Reading Programs Young Children Curriculum Guides Emergent Literacy Evidence Consortia Bilingualism Beginning Writing Child Development Curriculum Evaluation Clearinghouses Educational Experience Dramatic Play Achievement Gains Educational Strategies
Acceso en línea:	Citation/Abstract Full Text + Graphics Full Text - PDF
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and emergent writing) relative to non-literacy-focused curricula. We estimated multilevel structural equation models using data from an intervention study that included a sample of 571 children nested within 98 preschool classrooms. Because early disparities in emergent literacy are associated with later reading and writing difficulties, we examined how such associations might be moderated by child risk status, receipt of emergent literacy intervention, and program settings. We found that literacy-focused curricula were not often used by teachers in preschool classrooms, but teachers’ use of such curricula was positively associated with children’s phonological awareness gains. Risk status did not moderate the association between use of literacy-focused curricula and children’s emergent writing gains. Additionally, emergent literacy intervention and program settings did not moderate the associations. However, we found that teachers’ use of literacy-focused curricula was positively associated with print and letter knowledge, phonological awareness, and language and comprehension for children identified as at risk for later reading difficulties compared to those who were not at risk. As such, our findings suggest that integrating or supplementing existing classroom instruction with literacy-focused curricula could yield meaningful benefits for children identified as at risk for later reading difficulties.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15101368
Fuente:	Education Database