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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in two years [remove]; Pub Year:2011 [remove]; Full Text:yes [remove]; Classification:Early Literacy [remove];
49 results found.|
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Child and parent characteristics, parental expectations, and child behaviours related to preschool children's interest in literacy An examination of the relationship between children’s literacy interest and parent and child characteristics, parental expectations of their children's school attainment and achievement, and the childen's positive and problem behaviors from parent questionnaires and teacher ratings of behavior of 61 children ages 34 to 69 months from 5 child care centers in a mid-sized midwestern city |
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Child care choices and children's cognitive achievement: The case of single mothers An investigation of the effect of child care attendance and mother-child interactions on children's cognitive achievement, based on data from the National Longitudinal Survey of Youth - 1979 Cohort (NLSY79) |
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Closing the summer learning gap for vulnerable learners: An exploratory study of a summer literacy programme for kindergarten children at-risk for reading difficulties A study of reading achievement prior to and after participation in a 5-week summer family literacy program for 14 four-year-old children at the end of their prekindergarten year in Ontario, Canada |
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Coherent motion sensitivity and reading development in the transition from prereading to reading stage A study of the relationship between sensitivity to coherent motion (CM) in both preschool and kindergarten and reading outcomes at the start of third grade, based on an analysis of 31 White Dutch-speaking children at risk of dyslexia matched with 31 low risk controls |
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A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners A comparison between dual language and monolingual English learners' knowledge of vocabulary and level of general vocabulary knowledge, based on data from 238 children in preschools in a metropolitan area of the northeastern United States |
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Comparison of preschoolers' narratives, the classroom book environment, and teacher attitudes toward literacy practices in Korea and the United States A comparison between American and South Korean preschoolers' personal narrative maturity levels, imagination levels in fictional narratives, classroom fiction and non-fiction book environments, and their teachers' attitudes toward early language and literacy curricula and practices, based on interviews with a total of 70 3- and 4-year-olds and their teachers at a university lab preschool in each country |
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Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement A study the relationships among both kindergarten word-reading and phonological awareness and behavioral engagement, off-task behavior and instructional time in four instructional contexts: teacher or child-managed children's attention, or content or meaning focused instruction, based on data from 170 kindergarteners in 36 classrooms |
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Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children A study of the relationship between preschool children's emergent literacy skills and their name writing, letter writing, and spelling skills, based on data from 296 children 4- and 5-years-old at 30 private preschools and both public and private child care centers in north Florida |
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Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks |
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Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development A study of the relationship between the early preschool measures of print knowledge, vocabulary, and phonological awareness, and the measures of numeracy skills a year later, in a sample of 69 children enrolled in 10 Florida preschools |
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Early orthographic influences on phonemic awareness tasks: Evidence from a preschool training study An experimental study of the effect of the teaching of letter-sound correspondences and performance on phonemic awareness tasks, based on data from 40 Australian preschoolers |
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Effect on preschoolers' literacy when never-married mothers get married An examination the relationships between children's vocabulary and family structure and a second study of possible mediators of that relationship that includes household income, quantity of maternal involvement with the child, and depressive symptoms of the primary caregiver, based on data from 2,800 mothers and their child at 9-months-old and again from both when the child was 48-months-old |
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Effects of the North Carolina More at Four pre-kindergarten program on children's school readiness skills: Summary of key findings A summary of a study of the effects of participation in North Carolina More at Four prekindergarten program on children's early literacy and maths skills at kindergarten entry |
Fact Sheets & Briefs
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Effects of a two-generation preschool programme on receptive language skill in low-income Canadian children A comparison of receptive language skills prior to and after participation in a Canadian two-generation preschool program based on data collected from 112 Canadian, Aboriginal, and immigrant children from families with low incomes |
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Evidence of alphabetic knowledge in writing: Connections to letter and word identification skills in preschool and kindergarten An investigation of the relationship between children's writing and the development of alphabetic knowledge, of letter identification, and of word reading skills throughout the preschool year and a second study comparison of two scoring rubrics for children's knowledge of writing names and letters, one composed of a single component and a second of multiple components, based on data 286 children and their teachers in 46 state-funded preschool and Head Start classrooms in two mid-western states with kindergarten follow-up |
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Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators A study of effortful control (EC) in preschool children and an exploration of the relationship between EC dimensions and both emergent literacy and socioemotional competence, based on data from 234 preschool children in 16 preschools in Northern Florida |
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Findings from Ready to Learn: 2005-2010 A review of research and evaluation studies of media and television programming funded through Ready to Learn, an initiative to promote early literacy through educational television |
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Findings from Ready to Learn: 2005-2010 [Executive summary] A review of research and evaluation studies of media and television programming funded through Ready to Learn, an initiative to promote early literacy through educational television |
Executive Summary
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From scribbles to scrabble: Preschool children's developing knowledge of written language An examination of the development of written language across different writing tasks and an investigation of the development and knowledge of writing features in preschool children, based on data from 372 children 3- through 5-years-old from private and public preschool classes and private child care centers in Florida |
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Genetic and environmental influences on vocabulary and reading development A longitudinal study of changes in the influence of genes and the environment on the reading and vocabulary scores of children measured at prekindergarten, second grade, and fourth grade, based on data collected from 997 pairs of twins from four countries |
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Healthy & Ready to Learn: Examining the efficacy of an early approach to obesity prevention and school readiness A study of the effect of the Healthy & Ready to Learn intervention on both the physical growth and language development of 405 primarily Latino low-income children in two matched pairs of experimental and control Head Start centers |
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The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten A study of the impact of the integrative perceptual approach (IPA) on Hong Kong kindergarten children's Chinese character shape, sound, and meaning recognition, based on data from 29 children in the intervention and 30 children in the control group |
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The impact of teacher responsivity education on preschoolers' language and literacy skills A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language skills and teachers' frequency of use of specific responsivity strategies, based on data from 230 children and their 49 teachers in 38 diverse early care and education centers |
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Kindergarten literacy assessment report Findings from an assessment of children's literacy skills in kindergarten, based on assessment data for 18,923 children who attended kindergarten in Iowa between the 2006-2007 and 2010-2011 school years |
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Knowing what to teach provides a roadmap for early literacy intervention An overview of promising early literacy intervention approaches appropriate for use in early childhood special education for children with intellectual and other significant developmental disabilities, from a review of selected literature on the topic |
Other
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