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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Justice, Laura M. [remove]; New in two years [remove];
51 results found.|
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Children's attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children's expressive language growth An examination of the relationship between children's gains in expressive language and daily preschool attendance rates, classroom process quality, and socioeconomic background, with an emphasis on the interaction among variables, based on two independent samples of 129 children in 14 classrooms and 160 children in 46 classrooms |
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Children's prelitercy skills: Influence of mothers' education and beliefs about shared-reading interactions A study of the association of children's preliteracy skills with maternal education and home literacy activities, and an examination of the mediating variable of maternal beliefs about literacy activities, among 45 mothers and their preschoolers from a small Appalachian community |
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Descriptive-developmental performance of at-risk preschoolers on early literacy tasks A description of findings from the Phonological Awareness Literacy Screening: Pre-Kindergarten (PALS-PreK) in Virginia, which evaluated the early literacy achievement of at-risk preschool children |
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Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
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Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks |
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Early Literacy Observation Checklist |
Instruments
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Educators' use of cognitively challenging questions in economically disadvantaged preschool classroom contexts An examination of the cognitively challenging and classroom management-related questions asked by educators during story, child-directed, and teacher-directed activities within 14 Head Start and public preschool classrooms in Appalachia |
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Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development A study of relationships among preschool teachers' behavior management, children's task orientation, and both children's emergent literacy and language development, as well as the extent task orientation moderates the relationship between teachers' behavior management and children's emergent literacy and language development, based on data from 398 children from low-income backgrounds and 67 preschool teachers |
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Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms Results from the first year of a 2-year study of the effects of personal consultations, provided through the internet, on teacher-child interactions in a randomly-assigned experimental group of 61 preschool classrooms in which the teachers received web-based consultation and access to videos through the MyTeachingPartner (MTP) program and a control group with access to the video materials but not to the consultations, and a comparison of the consultation’s influence in classrooms of different sizes, poverty levels, and levels of student literacy |
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Emergent literacy intervention for vulnerable preschoolers A study of the effects of an emergent literacy program on preschoolers’ reading and writing foundations, based on a sample of 18 at-risk preschoolers in Virginia |
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Enhancing children's print and word awareness through home-based parent intervention An examination of the efficacy of a home-based shared reading program for enhancing parents' use of verbal and nonverbal references to print and for stimulating children's early literacy skills |
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An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households An inquiry into the relationship between hearing a book being read and the development of literacy skills, based on a sample of 30 children aged 2- to 5- years old enrolled in a Head Start program |
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Explicit print referencing: Do intensity and context matter? A summary of a study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks, and a summary of a study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
Fact Sheets & Briefs
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Exploring factors related to preschool teachers' self-efficacy A study of the relationship between teachers' confidence in their teaching abilities and child engagement, years of teaching experience, and teacher collaborative influence, based on questionnaire responses of 48 preschool teachers at publically-funded preschool or Head Start classrooms that serve at risk children |
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Field-based evaluation of two-tiered instruction for enhancing kindergarten phonological awareness A controlled study of the effect of the combined use of the Phonemic Awareness in Young Children curriculum and the Intensive Phonological Awareness Program on the literacy skills of kindergartners in 3 classrooms using both programs as a supplement to a literacy curriculum, compared to three classrooms using only a literacy curriculum |
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How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio |
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Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity A study of the effect of 15-20 hours of professional development conversational responsiveness training on preschool teachers' use of both communication-facilitating and language-developing strategies, and the resultant impact of the use of those strategies on proximal child language outcomes, based on data from 49 preschool teachers and 330 low income children in 38 different preschool programs from a single mid-Atlantic state |
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Impact of supplemental tutoring configurations for preschoolers at risk for reading difficulties Two studies examining the impact of different grouping configurations in a supplemental tutoring program for at risk early learners in early care and education centers: the first comparing one-on-one tutoring to tutoring in pairs, based on data from 45 young children, and the second comparing tutoring with a higher-skilled peer to tutoring with a comparably-skilled peer, based on data from 54 young children |
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The impact of teacher responsivity education on preschoolers' language and literacy skills A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language skills and teachers' frequency of use of specific responsivity strategies, based on data from 230 children and their 49 teachers in 38 diverse early care and education centers |
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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth An examination of association between the degree of variability in dosage, adherence, and quality of delivery of a supplemental literacy and language development classroom curriculum and children’s growth in language and literacy skills across the preschool year of 154 preschool teachers and 680 children participants enrolled in their classrooms |
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Increasing the print focus of adult-child shared book reading through observational learning |
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Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement An examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both 1 and 2 years later, based on data from 366 children in 85 preschool classrooms |
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Informational text use in preschool classroom read-alouds 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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Language and literacy curriculum supplement for preschoolers who are academically at risk: A feasibility study A study of the effect of Read It Again! (RIA), a low-cost scripted language and literacy curriculum supplement, on children's literacy and language skills based on a comparison of the scores of 137 children in experimental and control classrooms in 14 schools over the course of a year |
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Language facilitation in the preschool classroom: Rationale, goals, and strategies A summary research on young children's oral language development and practical suggestions for classroom teachers on the rationale, goals, and strategies for its facilitation |
Other
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