Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade.

ABSTRACT: Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and later literacy skills across elementary school. The current study examined how multiple years of early maternal language input from 6 to 36 months and later classroom instructional quality from pre-kindergarten (pre-K) through fifth grade were related to children's early language at 36 months and later literacy trajectories in word recognition and reading comprehension across elementary school. The study included a diverse, population-representati

SUBMITTER: Vernon-Feagans L 

PROVIDER: S-EPMC9341241 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature