000			01849nam a22002177a 4500
005			20231025142624.0
008			231025b ph ||||| |||| 00| 0 eng d
022			_a0013-3984
040			_cOCT
100			_aKnoche, Lisa L.
240			_aThe Elementary School Journal / _hJune 2023
245			_aPromoing expressive language skills for preschool children with developmental concerns: _beffects of a parent-educator partnership intervention / _cLisa L. Knoche, Courtney E. Boise, Susan M. Sheridan, & Katherine C. Cheng
260			_aChicago, IL : _bThe University of Chicago Press, _c2023
300			_aVol 123(4) : pages 513-537
505			_aABSTRACT : 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			_aChildren's Language Development
700			_aBoise, Courtney
700			_aSheridan, Susan M.
700			_aCheng, Katherine C.
942			_2ddc _cCR _n0
999			_c9267 _d9267