Teachers' Language Practices and Academic Outcomes of Preschool Children

Early childhood programs have long been known to be beneficial to children from low-income backgrounds, but recent studies have cast doubt on their ability to substantially increase the rate of children's academic achievement. This Review examines research on the role of language in later readi...

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Bibliographic Details
Published in:Science (American Association for the Advancement of Science) 2011-08, Vol.333 (6045), p.964-967
Main Author: Dickinson, David K.
Format: Article
Language:English
Subjects:
Academic achievement
Achievement
Child care
Child growth
Child Language
Child, Preschool
Curricula
Curriculum
Early Intervention (Education)
Educational Status
Humans
Literacy
Preschool children
Preschool education
Reading
REVIEWS
Socioeconomic Factors
Syntax
Teaching
Vocabulary
Words
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Summary:Early childhood programs have long been known to be beneficial to children from low-income backgrounds, but recent studies have cast doubt on their ability to substantially increase the rate of children's academic achievement. This Review examines research on the role of language in later reading, describes home and classroom factors that foster early language growth, and reviews research on preschool interventions. It argues that one reason interventions are not having as great an impact as desired is because they fail to substantially change the capacity of teachers to support children's language and associated conceptual knowledge.
ISSN:0036-8075
1095-9203
DOI:10.1126/science.1204526