Effects of viewing the television program Between the Lions on the emergent literacy skills of young children
Linebarger, Deborah L., June 2004
Journal of Educational Psychology, 96(2), 297-308
An examination of the impact of an educational television series featuring literacy instruction on the literacy skills of kindergarten and first-grade children
Reports & Papers
Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life
Raikes, Helen, July/August 2006
Child Development, 77(4), 924-953
An investigation of the impact of mother-child book reading on low income young children's cognitive and language development as well as an examination of book reading in relation to the Early Head Start intervention using data from the Early Head Start Research and Evaluation Project
Reports & Papers
Pathways to reading: The role of oral language in the transition to reading
NICHD Early Child Care Research Network, 2005
Developmental Psychology, 41(2), 428-442
A study of the relationship between preschool oral language skills and reading performance in early elementary school, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development
Reports & Papers
Summative evaluation of Between the Lions: A final report to WGBH Educational Foundation
Linebarger, Deborah L., July 21, 2000
Kansas City, KS: Juniper Gardens Children's Project.
An evaluation of the educational television program "Between the Lions" for its appeal to children and effectiveness as an early literacy tool, based on a sample of 164 children in the greater Kansas City area
Reports & Papers
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes
Connor, Carol McDonald, 2005
Journal of School Psychology, 43(4), 343-375
A study of the association of teacher qualification and observed classroom practice as they relate to children’s vocabulary and early reading skills, based on an ecological model incorporating children’s language and word recognition skills prior to school entry, their home and preschool learning environments, and family socio-economic status
Reports & Papers
Third national Even Start evaluation: Program impacts and implications for improvement
United States. Department of Education. Planning and Evaluation Service, 2003
(Doc No. 2005-05). Washington, DC: U.S. Department of Education, Planning and Evaluation Service.
Findings from the third national evaluation of the federal Even Start family literacy program, including a description of the program and its participants, and a discussion of program impacts based on data from an experimental study of Even Start's effectiveness in 18 projects
Reports & Papers