Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

The relation between high-quality prekindergarten classroom environments and literacy outcomes for students learning English as a second language

Allison Q Osborn, University of Nebraska - Lincoln

Abstract

U. S. students' early English literacy skills are critical for their later reading and subsequent school success (e.g., Badian, 2000; Collins, 2010; Molfese et al., 2001; Storch & Whitehurst, 2002). Children's literacy skills are stronger when they attend high-quality prekindergarten classrooms, especially classrooms with strong instructional supports (Hamre & Pianta, 2005). Moreover, some research has suggested that students who enter school with the weakest skills and with higher risk of academic difficulty (including students who speak English as a second language) benefit the most from high-quality instruction and interactions in early literacy and reading (Connor, Morrison, & Petrella, 2004; Downer et al., 2007; Hamre & Pianta, 2005; Hamre et al., 2010; Morrison & Connor, 2002). This study examined (a) the relation between classroom quality and English early literacy skills of prekindergarten students; (b) how this relation differs for English- and Spanish-speaking students; and (c) the relation between classroom quality and Spanish early literacy skills for Spanish-speaking students. Participants included 225 students within nine classrooms in a Midwestern, rural town. Data collected included domain scores of classroom quality (the CLASS Pre-K; Pianta et al., 2008), measures of students' early language and literacy skills (the PPVT-III; Dunn & Dunn, 1997 and the PALS-PreK; Invernizzi et al., 2004), and measures of Spanish early literacy for Spanish-speaking students (WMLS-R; Woodcock, Munoz-Sandoval, Ruef, & Alvarado, 2005). Multilevel modeling analyses were used to examine the relations between classroom quality and students' English and Spanish early language and literacy scores, including analyses with students' home language (Spanish or English) as a moderator. Results showed a more positive relationship between the domains of classroom quality and English early literacy skills for Spanish-speaking students as compared to English-speaking students. The results were non-significant for the relation between classroom quality and prekindergarten students' English literacy skills and for the relation between classroom quality and Spanish-speaking prekindergarten students' Spanish early literacy skills. Future research directions and implications for practice are discussed.^

Subject Area

Education, English as a Second Language|Education, Early Childhood|Education, Educational Psychology

Recommended Citation

Osborn, Allison Q, "The relation between high-quality prekindergarten classroom environments and literacy outcomes for students learning English as a second language" (2012). ETD collection for University of Nebraska - Lincoln. AAI3522083.
http://digitalcommons.unl.edu/dissertations/AAI3522083

Share

COinS