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Current Filters: Pub Year:2011 [remove]; State:WYOMING [remove]; Classification:Children & Child Development [remove];

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Constructing and resisting the development of a school readiness survey: The power of participatory research
Giovacco-Johnson, Tricia, Spring 2011
Early Childhood Research & Practice, 13(1)

Two studies in Wyoming, the first an account of teacher input for the development of the Instructional Foundations for Kindergarten (IFK) school readiness assessment tool, based on data from focus group and individual interviews with 11 preschool and 13 kindergarten teachers and a second study of teacher's reactions to their administration of the IFK in terms of ease of administration, inclusiveness of items, and relevance of items to children's success, based on focus group interviews with 5 preschool and 5 kindergarten teachers

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The effects of syllable instruction on phonemic awareness in preschoolers
Ukrainetz, Teresa A., Q1 2011
Early Childhood Research Quarterly, 26(1), 50-60

A study of the effects of twice-weekly multiple phenome task instruction, either with or without additional syllable-based instruction, on the language and phenome awareness of a sample of 39 children at two child care centers in Laramie, Wyoming

Reports & Papers


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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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