Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities

TLDR

The study examined whether preschool teacher talk predicts fourth‑grade reading outcomes in 57 low‑income children. Researchers coded detailed audio recordings of teacher‑child interactions to quantify content and quantity of classroom talk. Sophisticated vocabulary during free play predicted fourth‑grade reading comprehension and word recognition, mediated by kindergarten language; attention‑getting utterances were directly linked to later comprehension; and correcting utterances, analytic book talk, and early home literacy support predicted fourth‑grade vocabulary, mediated by kindergarten receptive vocabulary.

Abstract

Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age = 9; 7), with effects mediated by kindergarten child language measures (mean age = 5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.