Pre-kindergarten instructional classroom interactions associated with phonological awareness and vocabulary knowledge

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dc.contributor.advisorLisenbee, Peggy
dc.contributor.committeeMemberNorton, Aaron
dc.contributor.committeeMemberMoore, Lin
dc.creatorCuervo, Margarita B. 1967-
dc.creator.orcid0009-0004-8990-7617
dc.date.accessioned2023-06-26T17:10:15Z
dc.date.available2023-06-26T17:10:15Z
dc.date.created2023-05
dc.date.issuedMay 2023
dc.date.submittedMay 2023
dc.date.updated2023-06-26T17:10:16Z
dc.description.abstractThe quantitative study examined 325 classroom scores of phonological awareness and vocabulary knowledge across time at the beginning (BOY), middle (MOY), and end (EOY) of the year in Pre-kindergarten (Pre-K). The study also investigated the association between Pre-K classroom instructional interactions that supported phonological awareness and vocabulary knowledge. Structural equation modeling autoregressive results yielded that vocabulary scores at BOY, MOY, and EOY were significantly associated with the specific time points and stable across time. The phonological awareness scores at BOY, MOY, and EOY were significantly associated with the specific time points but not stable across time. Cross-lag analyses revealed that phonological awareness and vocabulary were not bidirectional. Phonological awareness was associated with vocabulary across all time points, but vocabulary was not associated with phonological awareness and showed no relationship across time. Moderation analyses showed that instructional support classroom interactions did not moderate Pre-K classroom scores of vocabulary and phonological awareness.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/15135
dc.language.isoEnglish
dc.subjectEducation, Language and Literature
dc.subject.otherPre-kindergarten
dc.subject.otherLiteracy skills
dc.subject.otherVocabulary
dc.subject.otherPhonological awareness
dc.subject.otherCLASS instructional support
dc.subject.otherClassroom interactions
dc.titlePre-kindergarten instructional classroom interactions associated with phonological awareness and vocabulary knowledge
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentHuman Development, Family Studies, and Counseling
thesis.degree.disciplineChildhood Development and Early Education
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition
thesis.degree.schoolTexas Woman's University

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