The relation of classroom print to children's print knowledge in Head Start classrooms

Amy Jane Carey, Purdue University

Abstract

This paper investigated the relation between print found in a sample of Head Start classrooms, evidence of teacher's use of print in those classrooms and children's letter knowledge, letter-word identification and Concepts about Print. Participants were a subsample of Head Start classrooms and children currently enrolled in a professional development intervention (see Powell, Diamond, Burchinal & Koehler, 2010). Only data from the control period were analyzed to avoid an intervention confound. Data collected in the fall for each classroom using: Early Language and Literacy Classroom Observation (Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002), and Group Time Observation (Powell & Diamond, 2005) were used to create standardized composites of classroom print material and evidence of print teaching. Frequency distributions revealed print teaching composite scores had a slightly smaller distribution and were slightly lower than print material composite scores. Individual frequencies for items making up the print material and print teaching composites were also reported. The correlation between the two composites was found to be r = .41. Two Hierarchical Linear Models were run to determine the effect of print teaching composite on child outcome winter scores controlling for print material and child age in the fall. No significant association was found between composites and outcomes. Interactions were tested to determine if children who began the year with lower child outcome scores benefitted more from print teaching and print material. No interactions were significant.

Degree

M.S.

Advisors

Powell, Purdue University.

Subject Area

Early childhood education

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