Pre-kindergarten instructional classroom interactions associated with phonological awareness and vocabulary knowledge
type: CreativeWork
description: The 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.
abstract: The 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.
author: Cuervo, Margarita B.
language: English
keywords: Pre-kindergarten, Literacy skills, Vocabulary, Phonological awareness, CLASS instructional support, Classroom interactions
date published: May 2023
date modified: 2026-07-24T05:05:17Z
provider: Texas Woman's University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Texas Woman's University

PropertyValue
property ID: Handle
value: https://hdl.handle.net/11274/15135