TY - JOUR
T1 - Promoting expressive language skills for preschool children with developmental concerns
T2 - Effects of a parent-educator partnership intervention
AU - Knoche, Lisa L.
AU - Boise, Courtney E.
AU - Sheridan, Susan M.
AU - Cheng, Katherine C.
N1 - Funding Information:
This research was supported by the Institute for Education Sciences, Department of Education (grant no. R324A120153). The opinions expressed herein are those of the investigators and do not reflect the funding agencies. We extend special appreciation to the participating families, educators, schools, and agencies for their willingness to cooperate and learn with us throughout the project. Lisa L. Knoche is a research associate professor in the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln; Courtney E. Boise is an assistant professor of psychology at the University of North Florida; Susan M. Sheridan is the director of the Nebraska Center for Research on Children, Youth, Families and Schools in the College of Education and Human Sciences at the University of Nebraska–Lincoln; Katherine C. Cheng is an assistant professor of research in educational psychology at the University of Arizona. Lisa L. Knoche (ORCID: 0000-0003-0168-2026), Courtney E. Boise (ORCID: 0000-0003-0451-9240), Susan M. Sheridan (ORCID: 0000-0001-5255-5364), and Katherine C. Cheng (ORCID: 0000-0002-2940-3095). Correspondence may be sent to Lisa L. Knoche at [email protected].
Publisher Copyright:
© 2023, University of Chicago Press. All rights reserved.
PY - 2023/6
Y1 - 2023/6
N2 - 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 (Np267) 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.
AB - 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 (Np267) 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.
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U2 - 10.1086/723786
DO - 10.1086/723786
M3 - Article
AN - SCOPUS:85162649852
SN - 0013-5984
VL - 123
SP - 513
EP - 537
JO - Elementary School Journal
JF - Elementary School Journal
IS - 4
ER -