| Title: |
Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties? |
| Language: |
English |
| Authors: |
Kandia Lewis (ORCID 0000-0002-7891-9258); Alida Hudson (ORCID 0000-0002-2257-422X); Jessica A. R. Logan (ORCID 0000-0003-3113-4346); Shayne B. Piasta (ORCID 0000-0003-3655-4702); Cynthia M. Zettler-Greeley (ORCID 0000-0003-2256-2971); Laura L. Bailet (ORCID 0000-0003-2744-9409) |
| Source: |
Grantee Submission. 2025. |
| Peer Reviewed: |
Y |
| Page Count: |
43 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A160261 |
| Document Type: |
Reports - Research |
| Education Level: |
Early Childhood Education; Preschool Education |
| Descriptors: |
Preschool Children; Literacy; Learning Problems; Classroom Environment; Family Environment; At Risk Students; Family Literacy; Response to Intervention; Literacy Education; Profiles; Classroom Techniques; Alphabets; Handwriting; Phonological Awareness; Educational Quality; Preschool Education; Parent Child Relationship; Story Reading; Small Group Instruction; Prior Learning; Classroom Observation Techniques; Reading Tests; Emergent Literacy; Vocabulary Development; Achievement Gains; Outcomes of Education |
| DOI: |
10.1080/10573569.2025.2493623 |
| Abstract: |
For preschool-aged children at-risk for literacy difficulties, we examined whether classroom and home environments were jointly associated with literacy skill gains and whether environments moderated response to intervention (n = 281). We first used a person-centered approach to characterize children's classroom and home environments, identifying three profiles based on variations in the home, but not classroom, environment. We then used a variable-centered approach to evaluate the association of environments with child gains, considering both statistical significance (p < 0.05) and practical meaningfulness (d > 0.20). Classroom instructional supports were a practically meaningful moderator of response to intervention for letter writing. Home code-focused teaching and shared reading activities were statistically significant moderators of response to intervention for print knowledge. Home shared reading activities were a practically meaningful moderator of response to intervention for phonological awareness and letter writing. Although not jointly, classroom and home environments individually contributed to response to intervention. Findings suggest children in classrooms with lower quality instructional supports and children receiving more shared reading activities at home may benefit from small-group early literacy interventions. Literacy gains from interventions may be better realized when these environments are considered. [This paper will be published in "Reading & Writing Quarterly."] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
ED672580 |
| Database: |
ERIC |