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			Book reading interactions between African American and Puerto Rican Head Start children and their mothers Hammer, Carol Scheffner, December 2005 Journal of Early Childhood Literacy, 5(3), 195-227 An observational study examining and comparing the interaction styles between African American and Puerto Rican mothers and their Head Start children during shared book reading	Reports & Papers
			The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten Hammer, Carol Scheffner, March, 2009 Scientific Studies of Reading, 13(2), 99-121 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	Reports & Papers
			The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers Walsh, Bridget A., 2006 Early Childhood Education Journal, 33(4), 273-278 A study of the impact of different questioning styles on preschool children's comprehension of new words during shared storybook reading	Reports & Papers
			How children make language out of gesture: Morphological structure in gesture systems developed by American and Chinese deaf children Goldin-Meadow, Susan, September 2007 Cognitive Psychology, 55(2), 87-135 An exploration of the language-learning skills that deaf children develop in relation to gestural input they receive from their hearing parents, using observational data from a longitudinal, cross-cultural study of children between ages 2 and 11	Reports & Papers
			''If there's a dance in the book, I feel it...inside'': Lessons in emergent literacy Werner, Kathleen, 2000 Early Childhood Education Journal, 28(1), 11-18 An interview-based analysis of preschool children's perceptions of reading to examine the impact of home and school literacy activities and environments on young children's emergent literacy skills	Reports & Papers
			Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development Holland-Coviello, Rebecca, August 2005 Unpublished doctoral dissertation, Pennsylvania State University, University Park An examination of variations within and between preschool classrooms' supports that impact young at-risk children's emergent literacy skills and language development	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
			Mustering the armies of compassion in Philadelphia: An analysis of one year of literacy programming in faith-based institutions Hangley, Jr., Bill, February, 2002 Philadelphia: Public/Private Ventures. An evaluation of the implementation and impact of Youth Education for Tomorrow (YET) Centers, a literacy model that complements in-school literacy education and operates after school in churches and faith-based institutions in Philadelphia, based on staff interviews and staff assessments of participants' literacy levels	Reports & Papers
			Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills Puranik, Cynthia S., Q2 2012 Early Childhood Research Quarterly, 27(2), 284-294 A study in two parts: (1) an investigation of the links between performance on emergent reading and writing tasks and both name-writing abilities and name length, based on data from 296 51- to 65-months-old preschoolers in north Florida; and (2) an examination of the relationship between name length and both alphabet knowledge and spelling, based on data from 104 37- to 71-month-old preschool children, from a city in western Pennsylvania	Reports & Papers
			Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills Puranik, Cynthia S., Q2 2012 Early Childhood Research Quarterly, 27(2), 284-294 A two-part study consisting of: (1) an examination of the links between performance on emergent reading and writing tasks and both name-writing abilities and name length, based on data from 296 preschool children, 51 to 65 months old, in a moderate sized city in north Florida; and (2) an examination of the relationship between name length and both alphabet knowledge and spelling, based on data from 104 preschool children, 37 to 71 months old, from a moderate sized city in western Pennsylvania	Reports & Papers
			Order in the house! Associations among household chaos, the home literacy environment, maternal reading ability, and children�s early reading Johnson, Anna D., October 2008 Merrill-Palmer Quarterly, 54(4), 445-472 An examination of associations between household chaos, the home literacy environment, and early reading skills, based on data collected from a population of 455 twins enrolled in the Western Reserve Reading 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
			Preschool in the public school: A case study of a program implementation for at-risk four-year olds Shettel, Jennifer W., March 2009 Unpublished doctoral dissertation, Widener University, Chester, PA 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	Reports & Papers
			Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten Blair, Clancy, March/April 2007 Child Development, 78(2), 647-663 An analysis of the correlation between self-regulation in preschool and academic outcomes in kindergarten, among a sample of 141 low income 3- to 5-year-olds attending Head Start programs in rural and non-urban locations	Reports & Papers
			The relation of child care to cognitive and language development [Abridged] NICHD Early Child Care Research Network, 2005 In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 318-336). New York: Guilford Press An abridged reprint of a study of the relationship between cognitive and language development and quality, amount, and type of child care, based on data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			The role of public libraries in children's literacy development: An evaluation report Celano, Donna C., 2001 Harrisburg: Pennsylvania, Office of Commonwealth Libraries. A report evaluating the effects of library exposure on Pennsylvania children's literacy development, using both qualitative and quantitative data	Reports & Papers
			Super Why Summer Camp assessment findings: Summer 2008 Phillips, Beth M., December 15, 2008 Arlington, VA: Public Broadcasting Service. An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008	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
			Transfer of a listening comprehension strategy to independent reading in first-grade students Garner, Joanna K., 2004 Early Childhood Education Journal, 32(2), 69-74 A study examining the effects of teaching narrative text structure on first graders' reading and listening comprehension to determine if students would gain in listening comprehension and transfer knowledge to help reading comprehension	Reports & Papers

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