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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2007 [remove]; Classification:Early Literacy [remove];
90 results found.|
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Aboriginal young children's language and literacy development: Progress, promising practices, and needs A compendium of information on the speech and language development of aboriginal children under six years old living in Canada, and a proposal for a national strategy to support the language and literacy development of these children |
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Aboriginal young children's language and literacy development: Progress, promising practices, and needs [Executive summary] A summary of a compendium of information on the speech and language development of aboriginal children under six years old living in Canada, and a proposal for a national strategy to support the language and literacy development of these children |
Executive Summary
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Acoustic analysis of lexical tone in Mandarin infant-directed speech A comparison between the acoustics and inflection of language of Mandarin-Chinese mothers when speaking to their 10-12 month-old infants and when speaking to adults, based on vocal recordings of 16 mothers |
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Acquisition of hearing, listening and speech skills by and during key stage 1 An examination of the relationship between effective classroom teaching and factors that may affect listening and speech skills in children between the ages of 5 and 7, including classroom acoustic environments, reduced hearing sensitivity, and underdeveloped listening skills |
Other
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Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs An exploration of the ways that children utilize perceptual, social, and linguistic cues in order to learn verbs, using data from three experiments conducted with 21- to 24-month-old children |
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Aesthetic experience and early language and literacy development An exploration of the connections between theory and research in language development and children’s engagement with the arts, and their implications for early childhood classroom practice |
Other
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An analysis of Utah’s K-3 Reading Improvement Program An analysis of the adherence to state legislation of school districts and charter schools receiving matching state funds through Utah’s Reading Improvement Program |
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Assessment and decision-making in early childhood education and intervention An account of the use of an inductive-experimental teaching assessment model to improve children’s letter recognition scores at a Head Start center |
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Association between nonmaternal care in the first year of life and children's receptive language skills prior to school entry: The moderating role of socioeconomic status A longitudinal examination of the role of family socioeconomic status in the relationship between nonmaternal child care in the first year of life and young children's developing language skills |
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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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College students' beliefs about preschooler's literacy development: Results from a national study of Jumpstart An exploration of changes in college students' beliefs about preschool literacy development after their involvement in a yearlong intensive program on the topic, from survey data of 941 participants in a large-scale national service Jumpstart program and 24 public university student participants in a smaller local Jumpstart program |
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Complexity, movement, and text familiarity: Correlates of visual attention to onscreen print A study of the relationship of onscreen movement and text complexity in Between the Lions, an educational television program, to children's visual attention to onscreen text |
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Constructing language: Evidence from a French-English bilingual child An examination of the emergence and development of structures in two languages for bilingual children, drawing evidence from a case study of a French-English bilingual child, focusing on the development of questions in both languages |
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Context matters: The interrelatedness of early literacy skills, developmental health, and community demographics A population-level study of the relationships between school-level early literacy rates, developmental health of the population, and demographic factors, in 23 schools from one school district in British Columbia, Canada |
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Cross-sectional predictors of reading to young children among participants in the Texas WIC program An analysis of survey data from a sample of 600 mothers visiting selected Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics in Texas in 2003, on their knowledge, attitudes, and behaviors concerning reading to their young children |
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Can toddlers learn vocabulary from television?: An experimental approach An investigation of young children?s ability to learn vocabulary quickly from television programs, also known as fast mapping, based on a sample of 48 toddlers between the ages of 15 and 24 months |
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A culpable CALP: Rethinking the conversational/academic language proficiency distinction in early literacy instruction A proposal for reconsidering the roles of, and relationships between, basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) in teaching English as a Second Language to young students |
Other
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Developing the communicative competence and narrative thinking of four and five year olds in educational settings An investigation of a method to stimulate the development of narrative thinking and communication skills among 13 four and five year old children in England |
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Dual language and literacy development of Spanish-speaking preschool children An examination of bilingual preschool children's oral language and emergent literacy skills as compared with the skills of a sample of monolingual, Spanish-speaking preschool children in Puerto Rico |
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Early intervention with children of dyslexic parents: Effects of computer-based reading instruction at home on literacy acquisition An evaluation of the effectiveness of early computer-assisted, phonics-based reading instruction in preventing severe reading problems in children with a dyslexic parent, based on a study of 73 Dutch children between ages 5 and 6 |
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Early literacy: Quality teaching and learning in Pasifika early childhood education An exploration of teacher beliefs towards children's acquisition of Samoan language and literacy skills and their practices that accompany these beliefs, based on information gathered through a year-long project to improve children's early literacy skills in Pasifika, New Zealand |
Other
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Early literacy: Quality teaching and learning in Pasifika early childhood education [Executive summary] A summary of an exploration of teacher beliefs towards children's acquisition of Samoan language and literacy skills and their practices that accompany these beliefs, based on information gathered through a year-long project to improve children's early literacy skills in Pasifika, New Zealand |
Executive Summary
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The ecology of early reading development for children in poverty An investigation of the associations between children's reading skills at kindergarten entry and the characteristics of the child, the family, and the school environment, based on a sample of 1,913 economically disadvantaged children |
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The effects of the Arkansas Better Chance program on young children's school readiness A study of the effects of Arkansas Better Chance, a state-funded child care and early education program for preschool-age children from low-income families, on the literacy, language, and math development of children entering kindergarten |
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The effects of the Arkansas Better Chance program on young children's school readiness [Executive summary] A summary of a study of the effects of Arkansas Better Chance, a state-funded child care and early education program for preschool-age children from low-income families, on the literacy, language, and math development of children entering kindergarten |
Executive Summary
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