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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in five years [remove]; Pub Year:2009 [remove]; Full Text:yes [remove]; Classification:Early Literacy [remove];
48 results found.|
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Adults' and children's language in different situational contexts in Italian nursery and infant schools An analysis of children’s language development, and educators’ and teachers’ child-directed speech in both Italian nursery schools for children 6 through 36 months and infant schools for children 38 through 72 months |
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Blending effective behavior management and literacy strategies for preschoolers exhibiting negative behavior A rationale for embedding literacy instruction within behavior management strategies to assist preschool age students with negative behaviors |
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Born too soon: What can we expect?: Nature of home literacy experiences for children with very low birth weight An exploration of the home literacy experiences of children born with a very low birth weight and their influence on children?s literacy development, based on observations of and interviews with 16 families of 4-year old children born with a very low birthweight |
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Children's graphical representations and emergent writing: Evidence from children's drawings A study of the Chinese pictographic and English ideographic characters appearing in the drawings of ten children aged 4-5 at Austin Chinese School |
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Children's literature and early literacy success: Using the Charlotte Zolotow award collection in early childhood teacher education Arguments for the use of high quality children's literature by early childhood educators in children's emergent literacy instruction |
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Cooperation through movement education and children’s literature A demonstration of evidence-based practice that integrates movement education with children’s literature in order to promote cooperation among Bengali kindergarteners from an urban public school in the Midwestern United States |
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A day in the life: Secure interludes with joint book reading Accounts of two interactions of children and parents during joint book reading sessions in the United States and Italy, and a discussion of commonalities in parent-child reading sessions in 7 countries around the world |
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Do preschool teachers consider inferences for book discussions? An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City |
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Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods An investigation of the effect of the Literacy Express Preschool Curriculum on the acquisition of emergent literacy skills by Spanish-speaking preschool children, based on a study of three groups of English language learners (ELL) from 10 Head Start classrooms in California where 32 children received the regular curriculum, 31 children received the intervention in English-only, and 31 children received the intervention in Spanish transitioning to English |
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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 effect of curriculum, coaching, and professional development on prekindergarten children’s literacy achievement A study of the effect of Southern California’s Preschool Literacy Project, which provides a specialized curriculum, teacher coaching, a print-rich environment, and professional development opportunities to teachers, on the literacy scores of the participating children, based on data collected from 22 state preschool classrooms serving children from low income families |
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The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten An examination of the relationships between maternal English and Spanish language use and both vocabulary and emergent literacy development over 2 years in Head Start and kindergarten, and an examination of differences by child gender, based on data from 72 mothers and their bilingual children in English immersion programs |
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The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners inpre-Kindergarten through second grade A comparison of the effects of traditional and multimedia-enhanced read-aloud vocabulary instruction on 85 English Language Learning or Non-Enlgish Language Learning children prekindergarten through second grade |
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El alfabetismo y las familias latinas: A critical perspective on the literacy values and practices of Latino families with young children An examination of parents' perceptions around literacy development, their beliefs and values about literacy and school readiness, and forms of literacy-related practices in which parents and other family members engage with their young children, based on interviews with 37 primarily Latino parents with young children, many of whom were English-language learners, attending well-child visits at one of three clinics which were either participants or non-participants in the pediatric-based early literacy promotion program called Reach Out and Read (ROR) |
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Emergent literacy intervention for prekindergarteners at risk for reading failure An examination of the effectiveness of an emergent literacy screening and intervention on the emergent literacy skills of prekindergarten children at risk for reading failure from 220 children from 38 private preschool and child care sites randomly assigned to receive immediate or delayed intervention |
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Emergent literacy: Why should we be concerned? An examination of the quality of preschool programs in home-based and centre-based sites and its relationship to early literacy, on qualitative and quantitative data collected from a convenience sample of 70 sites in 5 South African provinces at baseline, prior to the commencement of a teacher training intervention |
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Ensuring Literacy for All research study An investigation of the influence of the Ensuring Literacy for All Initiative, an intervention to enhance the reading sills of children in prekindergarten through fourth grade, on children's early literacy skills, based on observations of children from 12 schools in 10 districts in Louisiana during the 2008-2009 school year |
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Ensuring Literacy for All: What observational data reveal in the first-year sample of representative schools An overview of an investigation of the influence of the Ensuring Literacy for All Initiative, an intervention to enhance the reading sills of children in prekindergarten through fourth grade, on children's early literacy skills, based on observations of children from 12 schools in 10 districts in Louisiana during the 2008-2009 school year |
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Evaluation of Child Care Subsidy Strategies: Findings from an experimental test of three language/literacy interventions in child care centers in Miami-Dade County: Final report Findings from a two-year experimental study of the impacts of three different language and literacy interventions on teacher behavior, classroom environment, and children's language development and early literacy skills in classrooms of 4-year-olds at child care centers serving children from low-income families in Miami-Dade County, Florida |
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Evaluation of speech and language therapy interventions for pre-school children with specific language impairment: A comparison of outcomes following specialist intensive, nursery-based and no intervention A comparison of the effectiveness of specialist intensive, preschool-based, and no-intervention therapy provision for children with specific language impairment on child and parent measures of language, non-verbal skills, play, and behavior, based on data from 24 4-year-old children in London, England |
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The genesis of reading ability: What helps children learn letter-sound correspondences? A comparison of the impacts on preliterate children’s letter-sound correspondences for 76 preschooler participants in either 6 weeks of training in letter awareness, phonemic awareness, or control tasks and then a further 6 weeks of training in letter-sound correspondences or control tasks |
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How accurate can mothers and teachers be regarding children's emergent literacy development?: A comparison between mothers with high and low education A comparison of the evaluations of children's emergent literacy by their mothers, by their teachers, and by a series of tests, and a comparison of the accuracy of the evaluations provided by mothers with low and high levels of education, based on a study of 75 kindergarteners from greater Tel Aviv |
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The impact of professional development and coaching on early language and literacy instructional practices An examination of the impact of the Teacher Education and Compensation Helps (T.E.A.C.H.) course, either with or without ongoing coaching, on teacher knowledge and quality early language and literacy practices in center- and home-based care settings from 291 sites |
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The impact of time spent coaching for teacher efficacy on student achievement A study of the correlation between the hours spent coaching teachers in content instruction and the vocabulary learning outcomes of the children they teach, based on a study of 12 Head Start classrooms in a central Florida over a period of 3 years |
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Kindergarten literacy assessment report A presentation of findings from an assessment of kindergarten student’s literacy skills in Iowa during the 2008-2009 school year, and a discussion of the implications of the findings on the state’s efforts to improve children’s academic skills |
Fact Sheets & Briefs
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