Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Farley dissertation.pdf (2.83 MB)

ETD Abstract Container

Abstract Header

Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes

Farley, Kristin S.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041

Abstract Details

2018, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Teaching is a complex practice that is typically evaluated in terms of quantity or quality of learning opportunities. Particular attention is often given to children’s language and literacy learning opportunities as these are known to be the foundation for children’s later reading success. However, prior research has largely overlooked the possibility that both are important. The purpose of this study was to examine the interplay between the quantity and quality of language and literacy learning opportunities based on domain-specific indicators of quantity and quality and links between this interplay and children’s language and literacy outcomes. Results indicated that quantity and quality are positively correlated and have particularly strong domain-specific associations. Latent profile analysis identified five profiles of language and literacy learning opportunities that exhibited domain-specific variability, and multinomial logistic regression results indicated that some classroom, educator, and program characteristics predicted profile membership. Finally, regression results indicated that children’s outcomes, though not their gains, distinguished some profiles. Although this study left many questions regarding the connections between children’s outcomes and the interplay between the quantity and quality of learning opportunities, it provided a more detailed examination of classroom practices which suggest that quantity and quality share a more complex relationship than has previously been considered.
Shayne Piasta, Ph.D. (Advisor)
Kelly Purtell, Ph.D. (Committee Member)
Ann O'Connell, Ph.D. (Committee Member)
207 p.
Early Childhood Education
Early childhood; Language; Literacy; Learning Opportunities; Quantity; Quality

Recommended Citations

Citations

  • Farley, K. S. (2018). Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041

    APA Style (7th edition)

  • Farley, Kristin. Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041.

    MLA Style (8th edition)

  • Farley, Kristin. "Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041

    Chicago Manual of Style (17th edition)

osu1523633548428041
422
© 2018, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.