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Current Filters: Resource Type:Literature Review [remove]; Classification:Children & Child Development [remove];

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An analysis of early literacy assessments used for instruction
Meisels, Samuel J., 2001
(CIERA Report No. 2-013). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

A literature review analyzing assessments used to obtain instructionally relevant information about the literacy performance of children in kindergarten through third grade

Literature Review


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Appendix I: Literature review: Literature review of the participation of disadvantaged children and families in ECEC services in Europe
Lazzari, Arianna, 29 October, 2012
Brussels, Belgium: European Commission, Directorate-General for Education and Culture.

A review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC) and on the relationship of ECEC participation to children's cognitive and socioemotional outcomes

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Are they in any real danger?: What research does--and doesn't--tell us about child care quality and children's well-being
Love, John M., 1996
Princeton, NJ: Mathematica Policy Research.

A review of research on the relationship between child care quality and children's development and well-being in center-based and family child care.

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Assessing the evidence of effectiveness of home visiting program models implemented in tribal communities
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, August, 2011
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This report describes the findings from the review of home visiting programs implemented in tribal communities or evaluated with American Indian or Alaska Native families and children. The original review was conducted in fall 2010 and the report was released in February 2011. This report was updated in August 2011 based on additional studies identified through an updated literature search conducted in spring 2011. (author abstract)

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Assessing the evidence of effectiveness of home visiting program models implemented in tribal communities
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, September, 2013
(OPRE Report No. 2013-41). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This report describes the findings from the review of home visiting programs implemented in tribal communities or evaluated with American Indian or Alaska Native families and children. The original review was conducted in fall 2010 and the report was released in February 2011. This report is updated annually, most recently in August 2013 based on studies identified through an updated literature search conducted in early 2013 to identify new studies released during 2012, as well as to incorporate studies identified by the HomVEE team as including an AIAN population that were not previously included in the report. (author abstract)

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Assistive technology and the communication and literacy development of young children with disabilities
Dunst, Carl J., 2012
(CELLreviews Vol. 5, No. 7). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning.

A synthesis of 36 research studies on the relationship of the use of different types of assistive technology devices to the communication and literacy development of young children with disabilities

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Being part of the peer group: A literature study focusing on the social dimension of inclusion in education
Koster, Marloes, March 2009
International Journal of Inclusive Education, 13(2), 117-140

An identification of definitions of social participation, social integration, and social inclusion in research from six volumes of three special needs journals published between 2000 and 2005 and the documents in two electronic databases

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Benefits of early childhood interventions across the world: (Under) Investing in the very young
Nores, Milagros, April, 2010
Economics of Education Review, 29(2), 271-282

A review of the international (non-U.S.) evidence on the benefits of early childhood interventions in the area of cognition, behavior, health, and schooling, with a total of 38 contrasts of 30 interventions in 23 countries with a focus on studies applying a quasi-experimental or random assignment design

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Childcare and health: A review of using linked national registers
Kamper-Jorgensen, Mads, July, 2011
Scandinavian Journal of Public Health, 39(7), 126-130

A review of studies using the Childcare Database dataset to explore the association between child care attendance and the incidence of disease in a population of over 1 million young children in Denmark

Literature Review


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Child care, women's employment, and child outcomes
Waldfogel, Jane, 2002
Journal of Population Economics, 15(3), 527-548

A review of the literature on the impact of child care and maternal employment in the preschool years on child outcomes, addressing potential benefits of early intervention on child care programs and effects of maternal employment and child care in the first years of life

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Children's elevated cortisol levels at daycare: A review and meta-analysis
Vermeer, Harriet J., 2006
Early Childhood Research Quarterly, 21(3), 390-401

A review of nine studies examining young children's elevated cortisol levels at child care and an analysis of age, gender, and child's temperament in terms of affecting cortisol level

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Children's story retelling as a literacy and language enhancement strategy
Dunst, Carl J., 2012
(CELLreviews Vol. 5, No. 2). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning.

A synthesis of 11 research studies on the relationship of the characteristics and conditions of children's story retelling to their story-related comprehension and expressive vocabulary

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Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential
Joseph, Gail E., 2003
Topics in Early Childhood Special Education, 23(2), 62-73

A literature review describing the efficacy of eight comprehensive social–emotional curricula for children under 6 years of age

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Condition of children birth to age five and status of early childhood services in California: Synthesis of recent research
American Institutes for Research, August, 2012
Sacramento: California, Child Development Division.

An overview of the characteristics and risk factors of children from birth to age 5 in California, and an examination of the status of early learning and care services in California, based on a synthesis of 81 recent research and policy analyses

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Can preschool improve child health outcomes?: A systematic review
D'Onise, Katina, May 2010
Social Science & Medicine, 70(9), 1423-1440

A review of the literature on child health effects of center-based preschool intervention programs for healthy 4 year olds beyond the preschool years, from 37 studies published between 1980 to July 2008

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Can research design explain variation in Head Start research results?: A meta-analysis of cognitive and achievement outcomes
Shager, Hilary, March, 2013
Educational Evaluation & Policy Analysis, 35(1), 76-95

This study explores the extent to which differences in research design explain variation in Head Start program impacts. We employ meta-analytic techniques to predict effect sizes for cognitive and achievement outcomes as a function of the type and rigor of research design, quality and type of outcome measure, activity level of control group, and attrition. Across program evaluations, the average program-level effect size was 0.27 standard deviations. About 41% of the variation in estimates across evaluations can be explained by research design features, including the extent to which the control group experienced other forms of early care or education, and 11% of the variation within programs can be explained by the quality and type of the outcome measures. (author abstract)

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A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1988: Implications for policy, service delivery and program evaluation
Gilliam, Walter S., 2000
Early Childhood Research Quarterly, 15(4), 441-473

A meta-analysis of 13 evaluations of state-funded preschool programs

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Cross-linguistic relationships in working memory, phonological processes, and oral language
Genesee, Fred, 2006
In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 175-183). Mahwah, NJ: Lawrence Erlbaum Associates

A review of research findings on the relationships between the working memory, phonological processes, and oral language in second-language learners

Literature Review


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Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds
Espinosa, Linda M., 2005
Psychology in the Schools, 42(8), 837-853

A review of research on effective teaching and assessment practices for young children from diverse backgrounds, including recommendations for school personnel in managing cultural and linguistic discrepancies between students and teachers

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Demographics of Family, Friend, and Neighbor Child Care in the United States
Susman-Stillman, Amy R., August 2008
(Reviews of Research). New York: Child Care & Early Education Research Connections

A review of research on the characteristics of users and providers of family, friend, and neighbor care (FFN), and a review of research on FFN usage patterns by children's age

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A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children?
Manz, Patricia Holliday, Q4 2010
Early Childhood Research Quarterly, 25(4), 409-431

A description of 31 studies of family-based emergent literacy interventions for 2- through 6-year-olds, a meta-analysis of a subset of 14 experimental or quasi-experimental studies on the effects of the interventions on young children's literacy skills, and an examination the representativeness of the research for low-income, ethnic-minority and linguistically-diverse young children

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Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention
National Center for Family Literacy, 2008
Washington, DC: National Institute for Literacy.

A review and synthesis of early literacy research examining the skills and abilities of young children that predict later literacy outcomes and the interventions, programs, environments, settings, and child characteristics that promote the skills and abilities of young children associated with later literacy outcomes

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Developing early literacy skills: A meta-analysis of alphabet learning and instruction
Piasta, Shayne B., January-March 2010
Reading Research Quarterly, 45(1), 8-38

A meta-analysis of the effects of instruction and instruction type on alphabet outcomes from 63 studies and 82 independent contrasts

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Developing a provincial early childhood learning strategy: Literature review
Newfoundland and Labrador. Early Childhood Learning Division, September, 2011
St. John's, Newfoundland and Labrador, Canada: Newfoundland and Labrador, Early Childhood Learning Division.

A review of research on the relationship of early childhoood learning opportunities to child development

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Developmental and economic effects of parenting programs for expectant parents and parents of preschool-age children
McGroder, Sharon M., February 18, 2009
(Issue Paper No. 10). Washington, DC: Partnership for America's Economic Success.

A review of research studies that examined the child and parent outcomes of participation in and cost effectiveness of parenting education programs

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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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