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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in five years [remove]; State:NEW YORK [remove]; Classification:Early Literacy [remove];
29 results found.|
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Alphabet knowledge in preschool: A Rasch model analysis An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City |
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Attitudes about shared reading among at-risk mothers of newborn babies An examination of low income, multi ethnic mothers' attitudes in terms of shared book reading with their infants, the number of books in their homes and the relation between sociodemographic characteristics and the mothers' attitudes |
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Do preschool teachers consider inferences for book discussions? An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City |
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Dynamic assessment as an intervention for emergent literacy in Head Start An evaluation of a dynamic assessment designed to help Head Start teachers emphasize emergent literacy while assessing individual children's achievements |
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Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families A journal article on the effects of an interactive reading and phonemic awareness program on the narrative skills of Head Start children |
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Emergent literacy and parent-child reading in Head Start families: The implementation and evaluation of a multigenerational reading program An exploration of the role of parent involvement in the development of children’s emergent literacy skills, based on 135 parent-child pairs enrolled in a Head Start program who participated in the implementation of a multi-generational reading program |
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An evaluation of graduates of a toddlerhood home visiting program at kindergarten age An evaluation of the socio-emotional and early literacy skills, and knowledge, and parent involvement of 78 kindergarten-age graduates of a home visiting program designed to stimulate parent-toddler verbal interaction and educational play, and a comparison of their scores with those of and 57 non-participating children in the same kindergarten classrooms |
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Family reading behavior and early literacy skills in preschool children from low-income backgrounds A study of the relationship between family reading behavior and child literacy skills in a sample of 233 low-income preschoolers attending Head Start, and an examination of the role of demographic variables in predicting early literacy skills |
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Impact of a brief literacy intervention on urban preschoolers An examination of how urban preschool children's receptive vocabularies were impacted as a result of a literacy intervention consisting of workshops where parents learned about reading to their children |
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The impact of inclusion on language development and social competence among preschoolers with disabilities An article on the effects of inclusion on the language and social development of mentally disabled children |
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Is exposure to media intended for preschool children associated with less parent-child shared reading aloud and teaching activities? An examination of the relation between preschool children's exposure to media and amount of parent-child shared reading time and home learning activities |
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The longitudinal course of reading development from preschool through elementary school: An application of structural equation modeling An investigation of the longitudinal relationship between code-related and oral language emergent literacy skills and reading achievement in low income children |
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Low-income Latino mothers’ booksharing styles and children’s emergent literacy development An examination the relationship between maternal booksharing styles and low-income Latino children’s language and literacy development based on data collected from 80 New York City area Latino Head Start mothers and their 4-year-old children as they read a wordless children’s picture book together in their homes |
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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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Outcomes of an emergent literacy intervention from Head Start through second grade An article on the effects of an interactive reading and phonemic awareness program on the emergent literacy skills of Head Start children through second grade. |
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Outcomes of an emergent literacy intervention in Head Start An article on the effects of an interactive reading and phonemic awareness program on the emergent literacy skills of Head Start children. |
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Outcomes of an emergent literacy intervention in Head Start homes and classrooms A discussion of dialogic reading techniques--methods of joint reading where children are asked questions and become active participants--taught to Head Start teachers and parents |
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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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Preschool teachers’ beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children An exploration of preschool teachers’ beliefs about appropriate early education pedagogy for low- and middle-socioeconomic status children, based on responses from 60 teachers assigned to read written vignettes describing issues related to teaching either literacy or mathematics |
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Print books vs. e-books: Comparing parent-child co-reading on print, basic, and enhanced e-book platforms A study of variations in interactions, engagement, and child story comprehension in parent-child co-reading across print book, basic e-book, and enhanced e-book formats, based on observations of 32 parent-child pairs reading a print book and either its basic e-book or enhanced e-book counterpart |
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Providing extra supports for language and literacy development to struggling learners in preschool A description of the outcomes of and strategies used by the New York University Early Reading First (ERF) program to deliver individualized early literacy instruction to students, based on a sample of 4-year-old children from 5 full-day preschool intervention sites assessed twice throughout the program year |
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The role of home literacy environment in the development of language ability in preschool children from low-income families A study on the relationship between the language development and home literacy environment of low-income preschool children |
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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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