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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in two years [remove]; State:TEXAS [remove]; Full Text:no [remove]; Classification:Child Development & School Readiness [remove];
15 results found.|
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An analysis of a public school prekindergarten Montessori bilingual program An analysis of second grade reading achievement scores of Spanish and English norm-referenced tests between children who participated in a Montessori bilingual program and those that attended a traditional bilingual program |
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Effectiveness of a colonia educational intervention An evaluation of the effects of an after school educational intervention on the self-esteem and health locus of control of seven- to 12-year-old Hispanic children living in a colonia, an unincorporated subdivision lacking the infrastructure to support its residents |
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The effect of music instruction on prekindergartners' mathematics ability An examination of music instruction on prekindergartners' mathmatical ability |
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The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay A study of effects of an intensive shared book-reading intervention on the vocabulary development of preschool children at risk for vocabulary delay, based on data from 125 children stratified by classroom and randomly assigned to either the Words of Oral Reading and Language Development (WORLD) intervention or typical practice |
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Exploring early childhood teachers' beliefs and practices about preschool outdoor play: A case study A case study of teachers' beliefs, perceptions, and facilitation of children's outdoor play while in preschool based on interviews with 10 early childhood teachers in one program in North Texas |
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Fifth year evaluation: Fort Worth After School An evaluative study of the effectiveness of the Fort Worth After School Program in improving students’ academic and social skills |
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The impact of full-day prekindergarten classes on development in selected elementary schools in the Waco Independent School District (Texas) An examination of the longitudinal effects of full-day prekindergarten versus half-day prekindergarten on children's cognitive, social, and emotional development |
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The impact of technical coaching in emergent literacy and language curriculum on a teacher, staff members, English language learners, and Hispanic family literacy practices at a dual session Head Start A study of changes in literacy and cognitive development of Hispanic children as well as changes in both family literacy practices in the homes of English language learners and classroom literacy practices at a Head Start center, as measured before and after the implementation of a coaching intervention provided to 3 staff |
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Language of instruction and literacy talk in bilingual and English immersion prekindergarten classrooms: Contributions to the early literacy development of Spanish-speaking children An investigation of the impact of preschool teachers' differing patterns of language use in bilingual and English immersion classrooms on Spanish-speaking preschool children's emergent literacy skills |
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A longitudinal investigation of preschoolers' Head Start experience and subsequent school readiness A longitudinal study of differences in Texan Head Start programs, specifically examining the effects of one year attendance as compared with the effects of two year attendance on preschool children's school readiness |
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A new measure for assessing the contributions of higher level processes to language comprehension performance in preschoolers A validation of the preschooler component processes task (PR-CPT), a measure that provides estimates of a preschooler's ability to recall text, to make text-based inferences, to access knowledge from long-term memory, and to integrate this accessed knowledge with new information from the text, based on data from 73 4- to 6-year-old children recruited via flyers posted at the University of Texas at San Antonio and child care centers in the surrounding area |
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Novel word learning of preschoolers enrolled in Head Start regular and bilingual classrooms: Impact of adult vocabulary noneliciting questions during shared storybook reading An examination of the effect of eliciting and noneliciting questions during shared storybook reading on children's expressive and receptive knowledge of target words and on two measures of vocabulary with 45 children enrolled in monolingual Head Start classrooms and an examination of the effect of eliciting and noneliciting questions during storybook reading and parental home language use on expressive and receptive Spanish and English vocabulary of 28 children enrolled in English-Spanish bilingual Head Start classrooms |
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Testing concerns in preschool: What administrators should know about testing oral language in young children A quasi-experimental study of Texan Head Start children to investigate the correlation between norm referenced testing and teacher observation assessment in the area of language development |
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Todos somos amigos: Cross-cultural and cross-linguistic play interactions in a two-way immersion prekindergarten classroom A study of the cross-linguistic and cross-cultural play interactions of children during free play |
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Young children's attitudes regarding ethnicity and disability A study of the social perceptions of young children with disabilities and young children of color, and of the rates of acceptance by either group, or by children of color with disabilities in integrated classrooms |
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