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Approaches to family literacy: Exploring the possibilities
Paratore, Jeanne R., 2006
The Reading Teacher, 59(4), 394-396

A description of the Intergenerational Literacy Project, a family literacy program where parents attend classes to develop their own English literacy and to support their children's literacy development

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Closing the gap early: Implementing a literacy intervention for at-risk kindergartners in urban schools
MacDonald, Colleen, February 2010
The Reading Teacher, 63(5), 404-419

An examination of the impact of a kindergarten tutoring program on the oral-language and emergent-literacy skills of children over course of the kindergarten school year for 51 children in the treatment compared to 45 children in the comparison group in a bilingual kindergarten in central Canada

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A culpable CALP: Rethinking the conversational/academic language proficiency distinction in early literacy instruction
Aukerman, Maren, April 2007
The Reading Teacher, 60(7), 626-635

A proposal for reconsidering the roles of, and relationships between, basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) in teaching English as a Second Language to young students

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Early literacy for inner city children: The effects of reading and writing interventions in English and Spanish during the preschool years
Yaden, Jr., David B., 2000
The Reading Teacher, 54(2), 186-189

An article presenting selected findings from the first two years of a study of an early literacy intervention in a child care center serving Spanish-speaking children.

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How caregivers support the literacy development of Head Start graduates in a rural setting
Brody, Gene H., 1995
The Reading Teacher, 49(4), 340-342

A discussion of the involvement of parents in early home literacy to maintain the gains that children make in the Head Start program as they make the transition to elementary school

Reports & Papers


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Informational text use in preschool classroom read-alouds
Pentimonti, Jill M., May 2010
The Reading Teacher, 63(8), 656-665

A categorical study of texts read in early childhood classrooms and an analysis of their correspondence to state standards from 733 randomly selected texts identified from the reading logs of 84 teachers in 2 states participating in a larger, 30-week book-reading study called Project Sit Together and Read (STAR) for at-risk students

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In search of highly qualified early childhood classroom literacy teachers
Vukelich, Carol, 2004
The Reading Teacher, 58(1), 95-100

A discussion of the necessary components of an early literacy teacher education program, including subject matter knowledge and pedagogical knowledge and skills

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Leyendo juntos (reading together): New directions for Latino parents' early literacy involvement
Ortiz, Robert W., 2005
The Reading Teacher, 59(2), 110-121

A discussion of a culturally-sensitive approach to promoting family literacy amongst Latino families in the United States

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Linking theory and practice: Resources for an emergent literacy curriculum
Strickland, Dorothy, 1990
The Reading Teacher, 43(9), 690-691

A discussion of implementing a curriculum based on the theoretical principles of emergent literacy

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Missing in action: Vocabulary instruction in pre-k
Neuman, Susan B., February, 2009
The Reading Teacher, 62(5), 384-392

An examination of the prevalence of vocabulary instruction and pedagogical practices used to support the learning of words and their meanings in the curricula of Early Reading First (ERF), a federally funded early childhood program for preschoolers, based on a review of 10 select curricula identified from ERF grants from 2005, 2006, and 2007

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Promoting emergent literacy and social-emotional learning through dialogic reading
Graham Doyle, Brooke, 2006
The Reading Teacher, 59(6), 554-565

A discussion of strategies for integrating social-emotional learning into shared reading activities with young children

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Reader Self-Perception Scale
Henk, William A., March 1995
The Reading Teacher, 48(6), 470-482

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Repeated interactive read-alouds in preschool and kindergarten
McGee, Lea M., May 2007
The Reading Teacher, 60(8), 742-751

A discussion of previous research on effective repeated read-aloud techniques to help promote preschool and kindergarten children's emergent literacy development

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[Review of the book Designing early literacy programs: Strategies for at-risk preschool and kindergarten children]
Jongsma, Kathleen, 2004
The Reading Teacher, 57(8), 754

A review of a framework for developing and implementing an effective early literacy program, emphasizing preventing reading difficulties and classroom activities designed to help young children learn print and alphabet concepts

Book Reviews


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Starting out together: A home-school partnership for preschool and beyond
Paratore, Jeanne R., April 2007
The Reading Teacher, 60(7), 694-696

An overview of Building Language Together (BLT), an early intervention program designed to help parents act as facilitators and supporters of their young children's language development

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Using knowledge networks to develop preschoolers' content vocabulary
Pollard-Durodola, Sharolyn D., December, 2011
The Reading Teacher, 65(4), 265-274

A description of the process used to design a content-based shared book-reading vocabulary intervention, organized by science and social studies themes and implemented daily for 15 minutes with 180 Head Start and preschool children in Project WORLD (Words of Oral Reading and Language Development) over a period of three years, with a focus on instructional principles for integrating vocabulary instruction and shared book reading

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Using writing to understand bilingual children's literacy development
Rubin, Renee, 2005
The Reading Teacher, 58(8), 728-740

A study of ways that teachers can use information from writing samples in Spanish and English to informally assess bilingual students and plan instruction, including a discussion of the writing process and its development in the presence of two languages

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Vocabulary development during read-alouds: Primary practices
Kindle, Karen J., November 2010
The Reading Teacher, 63(3), 202-211

A qualitative study of teachers’ practices for the development of vocabulary within read-alouds based on observations of and interviews with 1 kindergarten, 1 first-grade, and 2 second grade teachers at a small private school in the south central United States

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What teachers can do to promote preschoolers' vocabulary development: Strategies from an effective language and literacy professional development coaching model
Wasik, Barbara A., May 2010
The Reading Teacher, 63(8), 621-633

A description of the Exceptional Coaching for Early Language and Literacy (ExCELL) program, a comprehensive professional development program that trains teachers to implement language and literacy strategies and practices in their classrooms

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The Yopp-Singer Test of Phoneme Segmentation
Yopp, Hallie K., 1995
The Reading Teacher, 49(1), 20-29

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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.

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