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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in five years [remove]; State:FLORIDA [remove]; Classification:Cognitive Development [remove];
7 results found.|
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Child care in poor communities: Early learning effects of type, quality, and stability A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers |
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Differential effects of high-quality child care An analysis of data collected from the Infant Health and Development Program examining the differential causal effects of access to high quality child care for at risk children who would otherwise have participated in one of three child care options: no non-maternal care, home-based non-maternal care, and center-based care |
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Early writing deficits in preschoolers with oral language difficulties A comparison of the emergent writing outcomes of children with and without language impairment, and an examination of the correlation between emergent writing outcomes and nonverbal IQ deficits, based on data from 293 preschool children who participated in a writing intervention in various public and private preschools and child care centers in Northern Florida |
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Effectiveness of comprehensive professional development for teachers of at-risk preschoolers An investigation into the effect of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Preschool Early Language and Literacy Training professional development intervention coupled with 4 combinations of mentoring and electronic or written feedback on teachers’ promotion of at-risk children’s development of early language and emergent literacy skills, based on samples of 262 early childhood teachers placed in one of 4 variations of the CIRCLE intervention or in a control group, and 1,786 preschool students |
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Effects of an emergent literacy intervention for children with language impairments from low-income environments An examination of the effectiveness of an emergent phonological and print awareness intervention conducted three times a week during shared book reading sessions with low income preschool children with and without language impairments |
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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 |
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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 |
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