Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models
A study of the impact of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of at-risk children, based on data from teachers and 739 children in 48 preschools
Reports & Papers
Relations among student attention behaviors, teacher practices, and beginning word reading skill
A study of the relationship between teacher ratings of student attention behaviors and kindergarten word reading above and beyond the contribution of vocabulary and phonological awareness, and additional analyses of the moderating role of teacher use of task orienting, behavior management techniques, and individualized instruction, based on data from 432 students from 10 different schools within the same school district in northern Florida
Reports & Papers
Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years
A psychometric validation of the dimensionality and continuum of Spanish phonological awareness in preschoolers and kindergartners and a second psychometric study of the sequence of emergence of Spanish Phonological awareness skills in preschoolers and kindergartners, based on data from 1,265 monolingual and bilingual children 3- through 6-years old in four program evaluation projects in Texas and Florida
Reports & Papers
Super Why Summer Camp assessment findings: Summer 2008
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
United Way Success by 6: Evaluation report: 2008-09
An investigation of the effect of participation in Success by 6, a program that provides grants to families with young children to enroll their children in early childhood programs, on students' emergent literacy skills and achievement, based on data on 25 children who completed the program and their parents
Reports & Papers
Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development
An examination of mother-child dialog during storytelling, story-creating, and story-reading exercises, including reasoning, word-usage, the relationship between type of talk and complexity of language used, and the association between maternal literacy and decontextualized talk, in a sample of 33 primarily African American mothers and their preschoolers
Reports & Papers
