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Children’s Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children’s Expressive Language Growth

Abstract  

The present research examines whether children’s daily attendance rates would be predictive of gains in expressive language
within the context of high-quality preschool classrooms. The quality of preschool classrooms was assessed by measuring the
quality of the teacher’s interactions with the children in his or her classroom. Hierarchical linear models, nesting children
within classroom, were used to examine children’s growth in expressive language in two independent samples (n = 129 children in 14 classrooms; n = 160 children in 46 classrooms). Results showed positive relations between daily attendance and language gains for children
enrolled in higher quality preschool classrooms. Findings suggest that at-risk children who are rarely absent from high-quality
preschool classrooms show accelerated expressive language growth, thus indicating that preschool attendance is an important
factor to consider in future research and policy decisions.

  • Content Type Journal Article
  • Pages 1-21
  • DOI 10.1007/s10566-011-9142-x
  • Authors
    • Jessica A. R. Logan, College of Education and Human Ecology, The Ohio State University, 305 W. 17th Ave, PAES Building, Office A328, Columbus, OH 43210, USA
    • Shayne B. Piasta, The Ohio State University, Columbus, OH, USA
    • Laura M. Justice, The Ohio State University, Columbus, OH, USA
    • Christopher Schatschneider, The Florida State University, Tallahassee, FL, USA
    • Stephen Petrill, The Ohio State University, Columbus, OH, USA
    • Journal Child and Youth Care Forum
    • Online ISSN 1573-3319
    • Print ISSN 1053-1890
Posted in: Journal Article Abstracts on 04/07/2011 | Link to this post on IFP |
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