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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Petscher, Yaacov [remove];
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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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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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Peer effects in preschool classrooms: Is children's language growth associated with their classmates' skills? A study of the relationship between individual children's language growth and peer language skills, and a second study of the influence of peer language skills on the language growth of children with different levels of ability, based on data from 338 children enrolled in 49 preschool classrooms |
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A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR) An assessment of the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood education (ECE) settings, based on data from 105 ECE teachers |
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A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties A meta-analysis of child cognitive and reading outcomes associated with teacher-delivered read aloud instruction for children considered at risk for reading difficulty in preschool through third grade, and an identification of features of instruction associated with improved outcomes, based on a secondary analysis of 18 studies published from 1984 through 2008 |
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