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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; New in two years [remove]; Pub Year:2005 [remove]; Classification:Early Literacy [remove];
51 results found.|
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The impact of including writing materials in early childhood classrooms on the early literacy development of children from low-income families A study examining how the inclusion of writing materials affects the literacy development of low income preschool children |
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Instability of double-deficit subtypes among at-risk first grade readers An examination of the temporal stability of double-deficit subtypes in a sample of low-performing first-grade readers who were school-identified as at risk for future reading difficulties |
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Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development An examination of variations within and between preschool classrooms' supports that impact young at-risk children's emergent literacy skills and language development |
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Language of instruction and literacy talk in bilingual and English immersion prekindergarten classrooms: Contributions to the early literacy development of Spanish-speaking children An investigation of the impact of preschool teachers' differing patterns of language use in bilingual and English immersion classrooms on Spanish-speaking preschool children's emergent literacy skills |
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A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes An examination of the relationship between home environment and social risk factors and children's early literacy and social functioning |
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The national randomized field trial of success for all: Second-year outcomes Findings from the second year of a three-year study assessing the influence of the Success for All program on children’s development, based on a sample of 3,290 students assessed using the Peabody Picture Vocabulary Test (PPVT) and the Woodcock Reading Mastery Tests-Revised (WMTR) |
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Native Spanish-speaking children reading in English: Toward a model of comprehension Findings from a test of a research-based structural equation model of second-language English reading comprehension on a sample of 135 fourth-grade bilingual Latino readers whose first language was Spanish |
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Pathways to reading: The role of oral language in the transition to reading 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 |
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Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children An analysis comparing Peer-Assisted Learning Strategies (PALS) and conventional (non-PALS) instruction in promoting word recognition, fluency, and reading comprehension in young children, specifically in kindergarten and 1st grade |
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Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language An investigation into the association between phonological processing skills and early reading abilities of Chinese kindergarteners, using longitudinal data from a sample of 227 kindergarteners in Hong Kong |
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Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills A study to determine whether the early literacy skills and behavioral attributes of first graders with poor reading abilities are predictive of their improvements in reading by fourth grade |
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Predicting literacy at age 7 from preliteracy at age 4 An examination of how young children's preliteracy knowledge and early literacy experiences affect their literacy skills at age seven |
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Promoting early literacy through professional development for childcare providers An investigation of the effects of literacy-focused professional development for 67 child care providers on the pre-literacy skills of a sample of 88 children aged 3-5 |
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Quality early childhood education in Costa Rica?: Policy, practice, outcomes and challenges An analysis of emergent literacy skills in 273 low-income Costa Rican children in kindergarten through 2nd grade |
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Reading practices experienced by preschool children in areas of disadvantage An exploration of parent's encouragement of children's early literacy skills in the home, based on a survey of 1,666 parents of 3-year-old children in disadvantaged areas of Victoria, Australia |
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Reinterpreting the development of reading skills A paper used previous research on literacy development to discuss the construct validity and developmental differences among reading skills |
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The relation of child care to cognitive and language development [Abridged] 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 |
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The role of home literacy practices in preschool children's language and emergent literacy skills An examination of the impact of home literacy activities (frequency of shared book reading, maternal book reading strategies, child's enjoyment of reading, maternal sensitivity) on low income, African American preschool children's language and emergent literacy skills |
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Second language acquisition in a Head Start classroom: The role of play, status, gender, and teachers' language choices A study of how social play and teacher's language choice in a Head Start classroom affected Spanish-speaking preschool children's English language development |
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Shared reading interactions between mothers and pre-school children: Case studies of three dyads from a disadvantaged community An investigation of shared book reading interactions between low income mothers and their three-year-old children in the United Kingdom to examine the mothers' beliefs in terms of the importance of reading and the amount of shared book reading conducted in their homes |
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A stage-sequential model of reading transitions: Evidence from the Early Childhood Longitudinal Study An investigation of stages in the acquisition of emergent literacy skills in kindergarten and first-grade students, based on a subsample of 3,575 children from the Early Childhood Longitudinal Study: Kindergarten Class (ECLS-K) |
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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes 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 |
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A teacher's use of play to promote literacy learning in a prekindergarten classroom serving children from diverse language backgrounds A qualitative analysis of an early educator's understanding and practice of play in early literacy settings for young children from diverse language backgrounds |
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Teaching and tracking emergent literacy in Head Start An examination of the impact of an early intervention literacy curriculum on Head Start children's emergent literacy skills |
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Telling stories with blocks: Encouraging language in the block center An exploration of the relationship between shared book reading, book-themed dramatic play, and language development, focusing on methods of initiating dramatic play with blocks, based on trials of different play initiating techniques and observations from one preschool classroom |
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