Alphabet knowledge in preschool: A Rasch model analysis
An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City
Reports & Papers
Community Place 2011-12 after school program: Data summary
A study of changes in the socioemotional competencies of students participating in after school programs in Rochester, New York, during the 2011-2012 school year, based on teacher reports for 180 students
Reports & Papers
Family-school connectedness and children's early social development
An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers
Reports & Papers
How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts
A study of infants' peer relationships, teacher expectations of those infants, and changes in infant peer relationships over the course of 9 months, from their last semester in their infant classroom through their transition to a toddler classroom at a university-based child
care center, based on observations of 3 infants and participant observations and interviews with their teachers
Reports & Papers
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states
Reports & Papers
Print books vs. e-books: Comparing parent-child co-reading on print, basic, and enhanced e-book platforms
A study of variations in interactions, engagement, and child story comprehension in parent-child co-reading across print book, basic e-book, and enhanced e-book formats, based on observations of 32 parent-child pairs reading a print book and either its basic e-book or enhanced e-book counterpart
Reports & Papers
Rochester Early Childhood Assessment Partnership: 2011-2012 fifteenth annual report
A study of classroom quality, parents' involvement, and changes in children's academic, socioemotional, and motor development in early childhood programs in Rochester, New York, based on more than 1,500 parent surveys, 2,000 teacher reports, and 90 classroom observations
Reports & Papers
State pre-k assessment policies: Issues and status
A discussion of considerations for and approaches to the assessment of young children and a study of state prekindergarten child assessment policies in the 2011-2012 school year, based on a survey of state prekindergarten program personnel
Reports & Papers
Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial
A study of the effects of a curriculum supplement that employs content from Public Broadcasting System (PBS) educational programs on the early literacy skills of low income preschoolers, with an analysis of the moderating influence of mothers' education and children's eligibility for subsidized meals on those effects, based on data from 436 children in 80 preschool classrooms in New York City and the San Francisco metropolitan area
Reports & Papers
