Table 4. Effects of Head Start REDI on Teaching Quality: Cognitive-Linguistic Support.
| Intervention Coefficient | Standard Error | p-value | ES (d) | |
|---|---|---|---|---|
| Instructional Support (CLASS) | .38 | .21 | .08 | .45 |
| Productivity | .45 | .27 | .10 | |
| Quality of feedback | .47 | .31 | .15 | |
| Concept development | .33 | .26 | .21 | |
| Instructional learning formats | .33 | .33 | .32 | |
| Linguistic Support (overall) | ||||
| Statements | 1.27 | .39 | .001 | .82 |
| Questions | 1.02 | .29 | .000 | .89 |
| Directives (log) | .06 | .06 | .32 | |
| Decontextualized utterances (log) | .24 | .08 | .005 | .68 |
| Richness-Sensitivity (rating) | .30 | .10 | .004 | .67 |
Note. Scores for directives and decontextualized utterances were log-transformed prior to analysis to reduce skewness. Models included main effects for cohort and setting: rates of statements and questions were lower in Cohort 2.