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?
Gorde:
| Argitaratua izan da: | Education Sciences vol. 15, no. 10 (2025), p. 1368-1399 |
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| Egile nagusia: | |
| Beste egile batzuk: | , , , , , |
| Argitaratua: |
MDPI AG
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| Gaiak: | |
| Sarrera elektronikoa: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Etiketak: |
Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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MARC
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| 001 | 3265873052 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15101368 |2 doi | |
| 035 | |a 3265873052 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Shea Zhiling Meng |u Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 E. 7th Avenue, Columbus, OH 43201, USA | |
| 245 | 1 | |a 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? | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 610 | 4 | |a National Association for the Education of Young Children | |
| 653 | |a Teaching | ||
| 653 | |a Curricula | ||
| 653 | |a Early childhood education | ||
| 653 | |a Learning | ||
| 653 | |a At risk populations | ||
| 653 | |a Language acquisition | ||
| 653 | |a Comprehension | ||
| 653 | |a Structural equation modeling | ||
| 653 | |a Teachers | ||
| 653 | |a Reading difficulties | ||
| 653 | |a Writing | ||
| 653 | |a Early literacy | ||
| 653 | |a Phonological awareness | ||
| 653 | |a Preschool education | ||
| 653 | |a Preschool children | ||
| 653 | |a Literacy | ||
| 653 | |a Intervention | ||
| 653 | |a Reading disabilities | ||
| 653 | |a Consciousness | ||
| 653 | |a Risk | ||
| 653 | |a Letters (Correspondence) | ||
| 653 | |a Phonology | ||
| 653 | |a Classrooms | ||
| 653 | |a Structural models | ||
| 653 | |a Educational Opportunities | ||
| 653 | |a Activity Units | ||
| 653 | |a Early Reading | ||
| 653 | |a Evaluation Research | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Reading Programs | ||
| 653 | |a Young Children | ||
| 653 | |a Curriculum Guides | ||
| 653 | |a Emergent Literacy | ||
| 653 | |a Evidence | ||
| 653 | |a Consortia | ||
| 653 | |a Bilingualism | ||
| 653 | |a Beginning Writing | ||
| 653 | |a Child Development | ||
| 653 | |a Curriculum Evaluation | ||
| 653 | |a Clearinghouses | ||
| 653 | |a Educational Experience | ||
| 653 | |a Dramatic Play | ||
| 653 | |a Achievement Gains | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Piasta, Shayne B |u Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 E. 7th Avenue, Columbus, OH 43201, USA | |
| 700 | 1 | |a Shen, Ye |u Department of Teaching and Learning, The Ohio State University, Columbus, OH 43210, USA | |
| 700 | 1 | |a Hudson, Alida K |u American Institutes for Research, 1400 Crystal Drive, 10th Floor, Arlington, VA 22202, USA | |
| 700 | 1 | |a Zettler-Greeley, Cynthia M |u Virtual Health and Informatics, Nemours Children’s Health, 10140 Centurion Parkway N, Jacksonville, FL 32256, USA | |
| 700 | 1 | |a Lewis Kandia |u Virtual Health and Informatics, Nemours Children’s Health, 1600 Rockland Road, Wells Fargo Tower 8th Floor, Wilmington, DE 19803, USA | |
| 700 | 1 | |a Logan, Jessica A, R |u Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37212, USA | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 10 (2025), p. 1368-1399 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265873052/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3265873052/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265873052/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |