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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Pub Year:2009 [remove]; Classification:Cognitive Development [remove];
24 results found.|
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Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start An examination of the association between risk factors and the cognitive performance in children 1 to 3 years of age living in poverty and an investigation of the effects of Early Head Start on children’s cognitive skill performance, based on data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3,001 children and families living in poverty |
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Early child language mediates the relationship between home environment and school readiness An investigation of the mediatory effects of early language development on the correlation between children’s home environment and school readiness, based on a sample of 693 sets of twins assessed from 5- to 63-months old in the greater Montreal region of Canada |
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Effectiveness of comprehensive professional development for teachers of at-risk preschoolers An investigation into the effect of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Preschool Early Language and Literacy Training professional development intervention coupled with 4 combinations of mentoring and electronic or written feedback on teachers’ promotion of at-risk children’s development of early language and emergent literacy skills, based on samples of 262 early childhood teachers placed in one of 4 variations of the CIRCLE intervention or in a control group, and 1,786 preschool students |
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The effects of pre-k experience on Kindergarten Readiness Indicator scores: 4-year trends A study of the relationship of Memphis, Tennessee, kindergarteners' language and mathematics skills to their child care and early education arrangements as 4-year-olds, based on assessment scores and parent survey data from 2006 through 2009 for more than 20,000 children |
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Effects of a preschool music and movement curriculum on children’s language skills An examination of the influence of children’s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York |
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Growth of cognitive skills in preschoolers: Impact of sleep habits and learning-related behaviors A longitudinal study of the relationships between cognitive abilities and sleep patterns, behavior, and vocabulary, based on data collected from 67 preschoolers from the public preschool programs in one school district that enroll low income and at risk children |
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Improving school readiness in low income children: The effect of public child care subsidies on early cognitive achievement A comparison of both cognitive growth and reading achievement differences between low-income children in either subsidized and unsubsidized child care, using cross-sectional data from the 2005 Early Childhood Program Participation survey |
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Keeping kids on track: Impacts of a parenting-focused Early Head Start program on attachment security and cognitive development A study of the effect of the program at the Bear River Early Head Start on the development of attachment security and cognitive skills of infants and toddlers from low-income families in northern Utah and southern Idaho, based on data from 161 families randomly assigned to experimental and control conditions |
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Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development A study of the relationships among levels of children's language development, quality and positivity of classroom and language environments, adult-child relationships, and child engagement, in a sample of 102 children and 92 child care providers, and a study of the relationship between child care worker educational level and the quality of their classroom language environments, the types of language stimulation used in their classrooms, and the levels of language development of their students, based on data collected from 24 center-based child care providers |
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Language experiences of preverbal children in Australian childcare centres Three accounts of failed communication between adults and preverbal children in two Australian child care settings |
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The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge An examination of the structures of phonological awareness, phonological memory, and lexical access in children, based on samples of 129 children ages 2 and 3 years old and 304 children ages 4 and 5 years old |
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Parental involvement, parenting behaviors, and children's cognitive development in low-income and minority families A longitudinal study of the effects of parental participation in Head Start parenting classes, group socialization, or support groups on child cognitive and linguistic outcomes in several populations of low income and ethnic/linguistic minority families, based on data collected from an experimental group of 1,503 families and a control group of 1,474 families between 1996 and 2001 |
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Peer effects on children’s language achievement during pre-kindergarten An inquiry into the role of children’s peer interactions in the acquisition of language skills, based on a subsample of 1,812 children from 453 prekindergarten classrooms in 11 states |
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Preschool in the public school: A case study of a program implementation for at-risk four-year olds A description of the cognitive gains as well as a case study of the implementation of Opening the World of Learning curriculum over the course of the first half of a school year at a half-day preschool classroom in Lancaster County, Pennsylvania, funded by Pennsylvania Pre-K Counts |
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Radio Instruction to Strengthen Education (RISE) in Zanzibar: Learning gains assessment: More than child's play An impact evaluation of Radio Instruction to Strengthen Education, a project to deliver early childhood education services through radio programs in Zanzibar, Tanzania, that examines program effects on children's language and math performance and also differences in effects according to program delivery model, based on pre- and post-test assessments of 988 treatment and 555 control children |
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Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare An inquiry into the correlation between parenting quality, children’s cognitive development, and time in child care, based on a subsample of 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (SECC) who primarily received maternal care, moderate amounts of nonmaternal care, and high amounts of nonmaternal care |
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School readiness among children with varying histories of language difficulties An examination of the school readiness-related data on young children with persistent language difficulties and children found to be with language difficulties shortly before school entry |
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Shy and soft-spoken: Shyness, pragmatic language, and socio-emotional adjustment in early childhood An exploration of the influence of pragmatic language skills on the relationship between shyness and children’s social communication skills, based on a sample of 167 first-graders from 14 public schools in Ottawa, Canada |
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Shyness, vocabulary and children’s reticence in Saudi Arabian preschools An inquiry into the relationship between children’s shyness, vocabulary, and willingness to speak during play time and show-and-tell, based on observations and assessments of 108 children ages 3 to 6 year-old from 8 preschools in Riyadh, Saudi Arabia |
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Summative evaluation of Martha Speaks: Project Description An examination of the effect of the Martha Speaks television program on children's vocabulary, based on the ongoing assessments of children aged 4 through 7 years old from more than 85 families at 2 sites, a major city in the Pacific Northwest and a major city in the Northeast |
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Supporting teachers in assessing the language and literacy skills of preschool English language learners An 8 week action research project to pilot the Desired Results Developmental Profile-Revised 2 (DRDP-R2) assessment as a measure of the development and improvement of language skills of 212 preschool and kindergarten children, predominantly English language learners, based on field notes, document analysis, classroom observations and interviews with administrators, teachers, and experts |
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Targeting oral language development in high-risk preschoolers An account of the cognitive gains of children in a Language Enrichment Group (LEG) using a language and literacy curriculum as part of the City Early Reading First (CERF) program, based on a sample of 75 4-year-old children from 8 Head Start centers in a large midwestern city |
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Teacher education, book-reading practices, and children's language growth across one year of Head Start A study of the relationship between children's vocabulary growth and both teachers' levels of education and their utterances during large-group book reading activities, based on data collected in classrooms in 6 Midwestern Head Start sites |
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Training childcare providers to improve interactions with children: A comparison of in-service training versus direct modeling of desired behaviors A comparison of both provider-child interaction and child language development in select children in classrooms lead by child care providers who received language training either in-service or through direct modeling, based on data collected from 6 Omaha-area classrooms |
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