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Select Citation
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Result | Resource Type |
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Social Skills Rating System |
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Building Blocks Pre-K Assessment |
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Learning Behaviors Scale |
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Early Childhood Environment Rating Scale (Rev. ed.) A revised version of the original ECERS, designed to assess the quality of environments in preschool, kindergarten, and child care programs for children ages 2.5 to 5 years |
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Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative [Executive summary] A summary of the final report from the Preschool Curriculum Evaluation Research initiative, which conducted multi-site experimental evaluations of 14 preschool curricula's impacts on child outcomes (including behavior and early language, literacy, and math skills) at the end of preschool and in kindergarten, and on preschool classroom outcomes (including classroom quality, teacher-child interactions, and instructional practices) |
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Preschool Learning Behaviors Scale |
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Comprehensive Test of Phonological Processing |
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Child Math Assessment-Abbreviated |
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Teacher Behavior Rating Scale |
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Caregiver Interaction Scale A scale for measurement of the quality of caregivers' interactions with children |
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Test of Language Development, Primary (3rd ed.) |
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Peabody Picture Vocabulary Test (3rd ed.) The third edition of a listening comprehension measure for spoken words in standard English, as well as a screening test of verbal ability for individuals aged 2 years, 5 months through 90 years or older |
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Woodcock-Johnson III A second revision of the original set of tests intended to measure cognitive abilities, oral language, and academic achievement in individuals 2 to 90 years or older |
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Test of Early Reading Ability (3rd ed.) |
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Preschool Comprehensive Test of Phonological and Print Processing |
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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.