Brook E. Sawyer

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms.

The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms (N = 54). The first aim was to describe the quality of the literacy environment in terms of structure (i.e., book materials and print/writing materials) and instruction (i.e., instructional support). The second aim was to examine the interrelationships among teacher and classroom factors and the quality of the literacy environment. Results showed that, on average, the quality of the structural literacy environment was low to moderate, and the quality of the instructional literacy environment was generally low. Only one factor, the number of children who were dual-language learners, related to the quality of the structural literacy environment, whereas the quality of the instructional literacy environment was positively associated with two teacher-level factors (teacher education and self-efficacy) and negatively associated with one teacher-level factor (the number of language and literacy workshops attended). Study findings suggest the need to examine ways to improve the literacy environment of ECSE classrooms and to better understand sources of variance with respect to the literacy environment.

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.

Research Findings: This study investigated the relationship of preschool teachers’ self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers’ individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy: The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

It Depends: Conditional Correlation Between Frequency of Storybook Reading and Emergent Literacy Skills in Children With Language Impairments

The current study examined the association between frequency of storybook reading and emergent literacy in 212 children at risk for language impairment, assessed during the fall semester of kindergarten. Measures included parent-reported storybook reading, as well as direct assessments of print knowledge, letter awareness, and expressive vocabulary. Results suggested nonsignificant to moderate (r = .11 to .25) correlations between frequency of storybook reading and child emergent literacy across the entire range of environment and ability. Quantile regression results suggested that the association was highest at low frequency of storybook reading, particularly for print knowledge, approaching r = .50. Moreover, the association between frequency of storybook reading and emergent literacy was highest at higher levels of emergent literacy for print knowledge, but particularly for letter naming, approaching r = .80. These results suggest that in children with language difficulties, the relationship between aspects of the home environment and emergent literacy is conditional on the quality of the home environment as well as the child’s proficiency in emergent literacy skills.

Preschool teachers’ language and literacy practices with dual language learners

ABSTRACT The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish-speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

Relations among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers.

ABSTRACT Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children’s language abilities are discussed.

Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration

ABSTRACT Guided by Bronfenbrenner’s bio-ecological theory of human development and Moll’s theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support DLLs. Parents (n = 14) and early childhood teachers (n = 17) of Spanish-speaking DLLs participated in focus groups and interviews. Data were analysed using the consensual qualitative research method [Hill, C., Thompson, B., & Williams, E. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517–572]. Nine themes emerged about parents’ and teachers’ beliefs about DLLs’ language development, and three themes emerged about parent–teacher collaboration. Findings indicate several practice implications, such as a need for education about second language acquisition and development of sustainable models to form collaborative partnerships between parents and teachers.

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms

Interaction with peers is an important contributor to young children’s social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children’s peer interactions in inclusive classrooms and their relations with children’s disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers’ report of children’s social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children’s play and conflict networks were segregated by children’s disability status.

Elementary teachers’ beliefs about multicultural education practices

Abstract As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed.

Caregiver Implementation of a Home-Based Reading Program WithTheir Children With Disabilities: Patterns of Adherence

The overall purpose of this study was to examine caregivers’ adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children’s language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment (N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers’ adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed.

‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors:

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children’s development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents’ reading interest/ability, child’s reading interest, parents’ commitment to child’s success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.