Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis-Reference-Cited by-同舟云学术

Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis

Published:2022-12-22 Issue: Volume: Page:1-23
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Wang Shuang¹²,Wang Xiaolong³,Liang Luyao⁴,Xie Hongbin⁵^ORCID

Affiliation:

1. Faculty of Education, East China Normal University

2. Collaborative Innovation Center of Assessment Towards Basic Education Quality, East China Normal University

3. College of Education Science, Kashgar University

4. School of Education, Macquarie University

5. Faculty of Education, Universiti Sains Malaysia

Funder

Sichuan Social Sciences “Thirteenth five years” Foundation

Collaborative Innovation Center of Assessment towards Basic Education Quality, East China Normal University

Center for Early Childhood Education Research, Sichuan

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2159259

Reference95 articles.

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2. Aikens, N., Tarullo, L., Hulsey, L., Ross, C., West, J. & Xue, Y. (2010). A year in Head Start children, families and programs. (ACF-OPRE report). U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation.

3. Predicting early spelling: the contribution of children’s early literacy, private speech during spelling, behavioral regulation, and parental spelling support

4. Fitting three-level meta-analytic models in R: A step-by-step tutorial

5. Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood.

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