Promoing expressive language skills for preschool children with developmental concerns: (Record no. 9267)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01849nam a22002177a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231025142624.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231025b ph ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0013-3984 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Knoche, Lisa L. |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The Elementary School Journal / |
| Medium | June 2023 |
| 245 ## - TITLE STATEMENT | |
| Title | Promoing expressive language skills for preschool children with developmental concerns: |
| Remainder of title | effects of a parent-educator partnership intervention / |
| Statement of responsibility, etc. | Lisa L. Knoche, Courtney E. Boise, Susan M. Sheridan, & Katherine C. Cheng |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Chicago, IL : |
| Name of publisher, distributor, etc. | The University of Chicago Press, |
| Date of publication, distribution, etc. | 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol 123(4) : pages 513-537 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ABSTRACT : 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. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Children's Language Development |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Boise, Courtney |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Sheridan, Susan M. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cheng, Katherine C. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
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