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Current Filters: Author:Enz, Billie [remove];

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Assessing children's needs
Enz, Billie, 2010
In Promoting early reading: Research, resources, and best practices (pp. 105-123). New York: The Guilford Press

A discussion of select issues central to assessment in early care and education that includes conventional testing as a complement of informal assessment practices and a case study of one teacher's efforts to coordinate the results of multiple assessments for planning decisions

Reports & Papers


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The effects of literacy play interventions on preschoolers' play patterns and literacy development
Christie, James F., 1992
Early Education and Development, 3(3), 205-220

An article on the effects of a literacy and play environment intervention on children's literacy development and play patterns

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First Things First External Evaluation 2010-2011: Year 3 annual report
First Things First External Evaluation Team,
Phoenix, AZ: First Things First.

An overview of the 2010-2011 research activities of the three studies that comprise the evaluation of First Things First, an Arizona initiative to support high-quality early education and health services for children from birth to age 5

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First Things First External Evaluation: Longitudinal Child Study of Arizona: Status of design, sampling and data collection and proposals for analysis
First Things First External Evaluation University Consortium and Leadership Team, 01 July, 2011
Phoenix, AZ: First Things First.

An overview of the design, sampling, data collection status, and strategies for analysis of the Longitudinal Child Study of Arizona, a longitudinal matched comparison study of the development of a representative sample of Arizona children

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First Things First External Evaluation research brief: Arizona Kindergarten Readiness Study
Marx, Ronald W., October, 2010
Tucson: University of Arizona.

Findings on the relationship of preschool attendance to early math and literacy skills from a study of the school readiness and development of Arizona kindergarteners, based on direct assessments, parent questionnaires, and teacher questionnaires for a representative sample of 1,145 kindergarteners in 2009

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First Things First External Evaluation research brief: Family and Community Case Study
Marx, Ronald W., October, 2010
Tucson: University of Arizona.

Findings from a study of Arizona family, stakeholder, and child perspectives on the availability, accessibility, and quality of supports and services for children from birth to age 5, including early care and education, based on interviews with 148 families and focus groups with 110 stakeholders

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Leaps and bounds: Preparing parents for kindergarten
Rhodes, Michelle, 2006
YC: Young Children, 61(1), 50-51

A description of Leaps and Bounds: A Kindergarten Readiness Program designed to help educate and support primarily Spanish-speaking, low income families

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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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