Bibliographic record
Abstract
Abstract The purpose of this study was to describe literacy instruction in child care centers, examine aspects of child care center quality that may predict such instruction, and provide a limited analysis of whether literacy instruction impacts children's concurrent pre-academic functioning. Staff and children in 103 classrooms serving preschool-age children from 64 child care centers in a major Canadian city participated in the study. Literacy instruction was captured using a series of 20-second, time-sampled observations over the course of one morning. The following types of literacy instruction were examined and are reported as a percentage of the snapshots in which they were observed: Reading Aloud, 2.8%; Word Instruction, 1.2%; Letter Identification, 1.2%; Printing/Writing, 0.7%; Symbol Recognition, 0.5%; Letter-Word Sounds, 0.2%; and Word Segmentation, 0%. Hierarchical linear models revealed that literacy instruction is a staff, rather than classroom or center, characteristic. Overall, literacy instruction occurred infrequently in child care classrooms. Indicators of quality were not found to drive literacy instruction, and literacy instruction did not predict greater verbal intelligence scores among children. Implications for research and practice are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".