TY - JOUR
T1 - Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills
AU - Cashiola, Elizabeth B.
AU - Bulotsky-Shearer, Rebecca J.
AU - Greenfield, Daryl B.
N1 - Funding Information:
The authors would like to acknowledge the Institute of Education Sciences for funding this research as well as our collaborators in the Miami-Dade Head Start Program.
Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Training Grant R305C050052 to the University of Miami, Dr. Greenfield, P.I. and development grant R305K060036 to the Miami Museum of Science, Dr. Brown, P.I. and a subcontract from the Museum to the University of Miami, Dr. Greenfield, Co-P.I. This funding source had no role in the study design, the collection, analysis and interpretation of data, or in the writing of the report and the submission for publication.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start (N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through teacher ratings and direct assessments developed for use in preschool programs serving diverse populations of young children. Significant associations varied by type of behavior and language and literacy skill. Higher overactive behavior in the fall was associated with lower listening comprehension skills in the spring, whereas higher underactive behavior in the fall was associated with lower vocabulary skills in the spring. In addition, lower listening comprehension skills in the fall were associated with higher levels of underactive behavior in the spring. Implications for future research, policy, and practice are discussed.
AB - Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start (N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through teacher ratings and direct assessments developed for use in preschool programs serving diverse populations of young children. Significant associations varied by type of behavior and language and literacy skill. Higher overactive behavior in the fall was associated with lower listening comprehension skills in the spring, whereas higher underactive behavior in the fall was associated with lower vocabulary skills in the spring. In addition, lower listening comprehension skills in the fall were associated with higher levels of underactive behavior in the spring. Implications for future research, policy, and practice are discussed.
KW - classroom behavior
KW - language and literacy
KW - low income
KW - preschool
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U2 - 10.1177/0271121420948603
DO - 10.1177/0271121420948603
M3 - Article
AN - SCOPUS:85090971714
VL - 40
SP - 143
EP - 158
JO - Topics in Early Childhood Special Education
JF - Topics in Early Childhood Special Education
SN - 0271-1214
IS - 3
ER -