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Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties?

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Title: Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties?
Language: English
Authors: Kandia Lewis (ORCID 0000-0002-7891-9258), Alida Hudson (ORCID 0000-0002-2257-422X), Jessica A. R. Logan (ORCID 0000-0003-3113-4346), Shayne B. Piasta (ORCID 0000-0003-3655-4702), Cynthia M. Zettler-Greeley (ORCID 0000-0003-2256-2971), Laura L. Bailet (ORCID 0000-0003-2744-9409)
Source: Grantee Submission. 2025.
Peer Reviewed: Y
Page Count: 43
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160261
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Children, Literacy, Learning Problems, Classroom Environment, Family Environment, At Risk Students, Family Literacy, Response to Intervention, Literacy Education, Profiles, Classroom Techniques, Alphabets, Handwriting, Phonological Awareness, Educational Quality, Preschool Education, Parent Child Relationship, Story Reading, Small Group Instruction, Prior Learning, Classroom Observation Techniques, Reading Tests, Emergent Literacy, Vocabulary Development, Achievement Gains, Outcomes of Education
DOI: 10.1080/10573569.2025.2493623
Abstract: For preschool-aged children at-risk for literacy difficulties, we examined whether classroom and home environments were jointly associated with literacy skill gains and whether environments moderated response to intervention (n = 281). We first used a person-centered approach to characterize children's classroom and home environments, identifying three profiles based on variations in the home, but not classroom, environment. We then used a variable-centered approach to evaluate the association of environments with child gains, considering both statistical significance (p < 0.05) and practical meaningfulness (d > 0.20). Classroom instructional supports were a practically meaningful moderator of response to intervention for letter writing. Home code-focused teaching and shared reading activities were statistically significant moderators of response to intervention for print knowledge. Home shared reading activities were a practically meaningful moderator of response to intervention for phonological awareness and letter writing. Although not jointly, classroom and home environments individually contributed to response to intervention. Findings suggest children in classrooms with lower quality instructional supports and children receiving more shared reading activities at home may benefit from small-group early literacy interventions. Literacy gains from interventions may be better realized when these environments are considered. [This paper will be published in "Reading & Writing Quarterly."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED672580
Database: ERIC
FullText Text:
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  Data: Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties?
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kandia+Lewis%22&quot;&gt;Kandia Lewis&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-7891-9258&quot;&gt;0000-0002-7891-9258&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Alida+Hudson%22&quot;&gt;Alida Hudson&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-2257-422X&quot;&gt;0000-0002-2257-422X&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Jessica+A%2E+R%2E+Logan%22&quot;&gt;Jessica A. R. Logan&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-3113-4346&quot;&gt;0000-0003-3113-4346&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Shayne+B%2E+Piasta%22&quot;&gt;Shayne B. Piasta&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-3655-4702&quot;&gt;0000-0003-3655-4702&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Cynthia+M%2E+Zettler-Greeley%22&quot;&gt;Cynthia M. Zettler-Greeley&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-2256-2971&quot;&gt;0000-0003-2256-2971&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Laura+L%2E+Bailet%22&quot;&gt;Laura L. Bailet&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-2744-9409&quot;&gt;0000-0003-2744-9409&lt;/externalLink&gt;)
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  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Grantee+Submission%22&quot;&gt;&lt;i&gt;Grantee Submission&lt;/i&gt;&lt;/searchLink&gt;. 2025.
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  Data: Y
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  Data: 43
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: R305A160261
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Preschool+Children%22&quot;&gt;Preschool Children&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Literacy%22&quot;&gt;Literacy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learning+Problems%22&quot;&gt;Learning Problems&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Classroom+Environment%22&quot;&gt;Classroom Environment&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Family+Environment%22&quot;&gt;Family Environment&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22At+Risk+Students%22&quot;&gt;At Risk Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Family+Literacy%22&quot;&gt;Family Literacy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Response+to+Intervention%22&quot;&gt;Response to Intervention&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Literacy+Education%22&quot;&gt;Literacy Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Profiles%22&quot;&gt;Profiles&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Classroom+Techniques%22&quot;&gt;Classroom Techniques&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Alphabets%22&quot;&gt;Alphabets&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Handwriting%22&quot;&gt;Handwriting&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Phonological+Awareness%22&quot;&gt;Phonological Awareness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Educational+Quality%22&quot;&gt;Educational Quality&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Preschool+Education%22&quot;&gt;Preschool Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Parent+Child+Relationship%22&quot;&gt;Parent Child Relationship&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Story+Reading%22&quot;&gt;Story Reading&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Small+Group+Instruction%22&quot;&gt;Small Group Instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Prior+Learning%22&quot;&gt;Prior Learning&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Classroom+Observation+Techniques%22&quot;&gt;Classroom Observation Techniques&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Reading+Tests%22&quot;&gt;Reading Tests&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Emergent+Literacy%22&quot;&gt;Emergent Literacy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Vocabulary+Development%22&quot;&gt;Vocabulary Development&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Achievement+Gains%22&quot;&gt;Achievement Gains&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Outcomes+of+Education%22&quot;&gt;Outcomes of Education&lt;/searchLink&gt;
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  Data: 10.1080/10573569.2025.2493623
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: For preschool-aged children at-risk for literacy difficulties, we examined whether classroom and home environments were jointly associated with literacy skill gains and whether environments moderated response to intervention (n = 281). We first used a person-centered approach to characterize children&#39;s classroom and home environments, identifying three profiles based on variations in the home, but not classroom, environment. We then used a variable-centered approach to evaluate the association of environments with child gains, considering both statistical significance (p &lt; 0.05) and practical meaningfulness (d &gt; 0.20). Classroom instructional supports were a practically meaningful moderator of response to intervention for letter writing. Home code-focused teaching and shared reading activities were statistically significant moderators of response to intervention for print knowledge. Home shared reading activities were a practically meaningful moderator of response to intervention for phonological awareness and letter writing. Although not jointly, classroom and home environments individually contributed to response to intervention. Findings suggest children in classrooms with lower quality instructional supports and children receiving more shared reading activities at home may benefit from small-group early literacy interventions. Literacy gains from interventions may be better realized when these environments are considered. [This paper will be published in &quot;Reading &amp; Writing Quarterly.&quot;]
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  Data: 2025
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  Data: ED672580
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672580
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10573569.2025.2493623
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Learning Problems
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Family Literacy
        Type: general
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Alphabets
        Type: general
      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Story Reading
        Type: general
      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
    Titles:
      – TitleFull: Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties?
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          Name:
            NameFull: Kandia Lewis
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            NameFull: Alida Hudson
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            NameFull: Jessica A. R. Logan
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              Type: published
              Y: 2025
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