NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1377105
Record Type: Journal
Publication Date: 2023-Jun
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: EISSN-1554-8279
Promoting Expressive Language Skills for Preschool Children with Developmental Concerns: Effects of a Parent-Educator Partnership Intervention
Knoche, Lisa L.; Boise, Courtney E.; Sheridan, Susan M.; Cheng, Katherine C.
Elementary School Journal, v123 n4 p513-537 Jun 2023
The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent-engagement intervention on expressive language skills of children (N = 267) with developmental concerns upon entry into preschool. Latent growth for expressive language and moderating roles of parental stress and parental involvement in learning at home were analyzed using a structural equation modeling framework. Probing of interaction effects indicates that when families report below-average levels of stress or involvement in learning at home, children in the intervention group demonstrate accelerated growth in expressive language skills compared with peers in the comparison condition. Getting Ready is most salient when families report low to moderate levels of stress and can serve as a buffer for families who report low to moderate levels of involvement in learning at preschool entry. Results have implications for connections between families and educators across the preschool period.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A