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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:CALIFORNIA [remove]; Classification:Early Literacy [remove];
26 results found.|
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An assessment of students in a content-based English language development curriculum for an after-school program An evaluation of an after school program curriculum designed to improve students' English language development |
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Developmental trajectories of preschool early literacy skills: A comparison of language-minority and monolingual-English children A comparison of the early literacy skills growth profiles over a preschool year of Spanish-speaking language-minority (LM) children and non-LM children from comparable socioeconomic backgrounds, based on data from 948 children, aged 37 to 60 months, from 30 Head Start classrooms |
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Do early literacy skills in children's first language promote development of skills in their second language?: An experimental evaluation of transfer A study of the moderating effects of children's initial skills in one language on the impact of an intervention designed to improve those skills in a second language, based on data from 94 Spanish-speaking language minority children from 10 classes in a Head Start center in Los Angeles, California, randomly assigned to one of three intervention conditions--the HighScope Preschool Curriculum alone or the HighScope Preschool Curriculum with small-group pull-out instruction, using the activities of the Literacy Express Preschool Curriculum, in either an English-only or English-to-Spanish version |
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Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods An investigation of the effect of the Literacy Express Preschool Curriculum on the acquisition of emergent literacy skills by Spanish-speaking preschool children, based on a study of three groups of English language learners (ELL) from 10 Head Start classrooms in California where 32 children received the regular curriculum, 31 children received the intervention in English-only, and 31 children received the intervention in Spanish transitioning to English |
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The effect of curriculum, coaching, and professional development on prekindergarten children’s literacy achievement A study of the effect of Southern California’s Preschool Literacy Project, which provides a specialized curriculum, teacher coaching, a print-rich environment, and professional development opportunities to teachers, on the literacy scores of the participating children, based on data collected from 22 state preschool classrooms serving children from low income families |
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Enhancing emergent literacy in a preschool program through teacher-researcher collaboration A description of an attempt by a research team to implement an emergent literacy intervention in a child-care setting in a high-poverty, Spanish bilingual setting in downtown Los Angeles, working with a particular preschool teacher in order to collaboratively develop an intervention that was truly responsive to the needs of the children and the community |
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Evaluation of the First 5 California Children of Migrant and Seasonal Farm Workers Project: The Migrant Education Even Start Component An evaluation of the impact of family literacy outreach services provided to 3 and 4 year old children of migrant seasonal farm workers in California, based on a sample of 684 children |
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Evaluation of the PBS Ready to Learn Cell Phone Study: Learning Letters with Elmo A study of the use of cell phones to deliver PBS literacy programming to low income families with preschoolers |
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The home literacy environment and Latino Head Start children's emergent literacy skills An examination of children's early literacy skills in both English and Spanish at entry to preschool, and an investigation of the patterns of associations among these skills and their families' home language and literacy practices, based on data from 392 primarily Latino immigrant families and their children in 30 Head Start centers in several inner city neighborhoods of Los Angeles, California |
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Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness An examination of the relationship between the home literacy environment and activities (storybook exposure, frequency of shared reading) and preschool children's phoneme awareness |
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Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life 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 |
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Number-concept acquisition and general vocabulary development A first study of the relationship between number-word knowledge and general vocabulary and a second study of the relationship between number-word knowledge and both general and expressive vocabulary, based on data from a total of 59 children, ages 30- through 60-months, and a third study of the relationship between method used for analysis and results, based on a reanalysis of the data with simulated data using the methods from the first two studies and an alternative method |
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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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Preventing summer reading declines in children who are disadvantaged An examination of the effects of a summer reading camp intervention on phonics and phonics related skills, reading vocabulary, and reading comprehension of 61 1st grade students receiving free or reduced price lunches from 3 Title I schools in Los Angeles |
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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 |
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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 relationship between teachers' theoretical orientation toward reading and student outcomes in kindergarten children with different initial reading abilities An examination of the impact of teachers' theoretical orientations toward reading, classroom process, and task assignment on young children's reading improvement over a year |
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Relationships among preschool English language learner’s oral proficiency in English, instructional experience and literacy development A comparison of the gains in English proficiency and comprehension among low-income preschoolers attending 16-weeks of English instruction in either a comprehension-based or letter/rhyme decoding-based program, based on a population of 38 native English, Spanish, and Hmong speakers |
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Responsiveness of students with language difficulties to early intervention in reading A study of the effects of small group, short term phonemic awareness, alphabetic understanding, and oral language reading interventions on the language skills of 78 randomly assigned kindergartners with language difficulties |
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Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
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Summative evaluation of the Ready to Learn Initiative: Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial An investigation of the effect of the inclusion of children's video programming in the preschool curriculum on children's early literacy skills, based on a random sample of 398 low-income children aged 4 and 5 years old from 80 preschool classrooms from 47 child care centers in New York City and the San Francisco Bay Area assigned to receive a 10 week technology-supported literacy curriculum or a 10 week technology-supported science curriculum comparison group |
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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 |
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Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial A study of the effects of a curriculum supplement that employs content from Public Broadcasting System (PBS) educational programs on the early literacy skills of low income preschoolers, with an analysis of the moderating influence of mothers' education and children's eligibility for subsidized meals on those effects, based on data from 436 children in 80 preschool classrooms in New York City and the San Francisco metropolitan area |
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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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Third national Even Start evaluation: Program impacts and implications for improvement 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 |
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