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Current Filters: State:COLORADO [remove]; Classification:Cognitive Development [remove];

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The Cost, Quality and Child Outcomes in Child Care Centers Study
Peisner-Feinberg, Ellen S.,
Denver, CO: Center for Research on Economic and Social Policy

A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes

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Genetic and environmental influences on vocabulary and reading development
Olson, Richard K., January, 2011
Scientific Studies of Reading, 15(1), 26-46

A longitudinal study of changes in the influence of genes and the environment on the reading and vocabulary scores of children measured at prekindergarten, second grade, and fourth grade, based on data collected from 997 pairs of twins from four countries

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Making summer count: How summer programs can boost children's learning
McCombs, Jennifer Sloan, 2011
(MG-1120-WF). Santa Monica, CA: Rand Corporation.

A review of research on summer learning loss and summer program effectiveness and costs, and an examination of school district efforts to develop summer learning programs, based on case studies and key informant interviews

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The school to home link: Summer preschool and parents
Wiggin, Mallene, November, 2012
Seminars in Speech and Language, 33(4), 290-296

This study investigates the amount of language available to children in the home environment and a summer preschool program. The purpose of this study was twofold. First, the study sought to gain information about patterns of language use among families of preschoolers with hearing loss. Additionally, the project was designed to provide an initial investigation into the impact of reduced educational programming over summer months for children with hearing loss. Children with varying degrees of hearing loss were enrolled in an auditory-oral 6-week part-time program. The language environment during preschool and at home was analyzed through use of Language ENvironment Analysis (LENA). LENA is a digital language processor that can record and analyze through specific measurements the natural language environment of a child. Overall, the children studied received significantly more complex language in preschool than in the home environment. The data suggest that children with hearing loss benefit from the opportunity to attend summer preschool programming. Additionally, it is critical that parents of preschoolers continue to receive parental education surrounding use of language strategies in the home environment. Implications for practice are discussed. (author abstract)

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