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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2010 [remove]; Classification:Early Literacy [remove];
98 results found.|
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2008-09 kindergarten screening results and voluntary prekindergarten (VPK) education program: 2009-10 fact sheet A presentation of results from an assessment of children’s school readiness, with a focus on children’s emergent literacy skills, based on data on children who attended, voluntary prekindergarten, non-voluntary prekindergarten, or did not attend prekindergarten |
Fact Sheets & Briefs
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Advancing early literacy learning for all children: Implications of the NELP report for dual-language learners A discussion of the implications of the findings of National Early Literacy Panel for the early education of children who are dual language learners |
Other
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Alphabet and phonological awareness: Can it be enhanced in the early childhood setting? A proposal to use professional development to increase teachers' understandings of both the alphabet principle and phonological awareness and to implement them both within a holistic curriculum and within the context of children’s play, based on literacy research conducted in New Zealand |
Other
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Bright Futures Early Reading First: Year three summary evaluation report An evaluation of the Bright Futures Early Reading First project, which provides professional support to teachers implementing early literacy curricula in Madison Parish, Louisiana, that examined children's literacy outcomes, professional development and classroom quality, and parent involvement |
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A case study examination of culturally relevant pedagogical practices for English-language learners in a pre-kindergarten classroom setting A qualitative study of culturally relevant pedagogy (CRP) in a prekindergarten classroom for English-language learners and an investigation of the ways 2 teachers promote academic success, cultural competence and critical consciousness, based on documentation from and observations of a classroom in Georgia |
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Challenging ethnocentric literacy practices: (Re)positioning home literacies in a Head Start classroom An account of select observed classroom literacy activities, designed to relate to the home literacy environments of minority children, over the course of one academic year in the classroom taught by 2 participants in Freirean culture circle professional development activities |
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Childhood language skills and adult literacy: A 29-year follow-up study An examination of the relationship between adult literacy skills at 34 years old and family background, housing conditions, early literacy environment, early receptive language ability, and preschool attendance at 5 years old from a sample of 11,349 participants from the 1970 British Cohort Study |
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Children's oral narrative and reading skills in the first 3 years of reading instruction Two studies that investigate the relationship between oral narrative and reading skills in the first 3 years of reading instruction, the first based on data from 61 children with 1 year of reading instruction and a second study of 39 children who experienced 2 years of reading instruction from two state primary schools in New Zealand |
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Children's storytelling: The effect of preschool and family environment A study of the influence of preschool, maternal education, and quality of the home environment on children's storytelling skills based on data from 229 Slovenian 6-year-old children in first grade |
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Classroom modeling of supplemental literacy instruction: Influencing the beliefs and practices of classroom teachers A study of the relationship between participation in Systematic and Engaging Early Literacy Instruction (SEEL), a supplemental intervention developed by speech language pathologists who modeled literacy strategies for teachers, and both teachers' impressions and self-reported classroom changes resulting from the program, based on data from 3 Head Start teachers at the end of the program year, and follow-up interviews with 2 of the 3 teachers 2 years after they had completed their involvement with SEEL |
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Closing the gap early: Implementing a literacy intervention for at-risk kindergartners in urban schools An examination of the impact of a kindergarten tutoring program on the oral-language and emergent-literacy skills of children over course of the kindergarten school year for 51 children in the treatment compared to 45 children in the comparison group in a bilingual kindergarten in central Canada |
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Cognitive constraints and the early learning goals in writing An examination of the relative importance of working memory, vocabulary knowledge, general cognitive ability and reading skills in accounting for differences in the rate of progress made by children in the development of emergent writing skills from 67 children assessed on tasks measuring the visuospatial, phonological and central executive components of working Memory in the North West area of the United Kingdom |
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Confounded statistical analyses hinder interpretation of the NELP report Critiques of the methodology choices, statistical techniques, and generalizability of the findings of the National Early Literacy Panel report |
Other
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Developing early literacy skills: A meta-analysis of alphabet learning and instruction A meta-analysis of the effects of instruction and instruction type on alphabet outcomes from 63 studies and 82 independent contrasts |
Literature Review
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Developing social skills training and literacy intruction pedagogy through service learning: An integrated model of teacher preparation An examination of the experiences of preservice teachers (PSTs) and students in a service learning tutoring program, based on data from 27 PSTs and their students who participated in either the Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) programs for kindergarten and first-grade students at risk for literacy development delays |
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Developmental trajectories of Head Start children's reading and home environment scores: Across ethnicities A study of the relationships between reading trajectories, ethnicity, and home environment from ages 5 through 6 up to ages 11 through 12, based on a secondary analysis of 696 Head Start participants from the National Longitudinal Survey of Youth |
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The digital world of young children: Impact on emergent literacy An exploration of the influence of children’s exposure to digital media on their emergent literacy skill acquisition, including a comparison of the digital media experiences of children in developed countries and developing or least developed countries |
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Do Black and Hispanic children benefit more from preschool?: Understanding differences in preschool effects across racial groups A comparison of the influence of preschool on both cognitive and literacy outcomes in subsamples of Black and Hispanic children, based on a secondary analysis of longitudinal data on a national sample of approximately 7,400 children |
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Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? A study of the relationship between numeracy and literacy practices of Greek and Canadian parents and the numeracy skills of their kindergarten children from surveys of 100 parents in Greece and 104 parents in Canada |
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Early language and literacy development A presentation of policy recommendations for the instatement of early childhood policies to promote children's language and literacy development |
Fact Sheets & Briefs
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Early oral language markers of poor reading performance in Hong Kong Chinese children An investigation of the extent to which language skills at ages 2- through 4-years-old discriminate poor from adequate readers at age 7, based on data from 41 poor readers and 41 adequate readers matched on age, parents' education levels, and nonverbal intelligence who are Chinese from Hong Kong |
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Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade An investigation of the extent to which child, family, and Head Start classroom factors are related to children's literacy and mathematics skills from kindergarten entrance through first grade, based on a secondary analysis of data on 945 children and families from the Family and Child Experiences Survey |
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Effectiveness of the Early Literacy and Learning Model (ELLM) with instructional support A two-year longitudinal study of the impact of an early literacy curriculum and instructional support system on children's early literacy skills, based on prekindergarten assessment data collected from 221 treatment and 245 control children in 48 randomly assigned classrooms, and on kindergarten follow-up assessment data collected from 87 treatment and 92 control children |
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Effects of a cross-linguistic storybook intervention on the second language development of two preschool English language learners An account of changes in child-initiated utterances and responses to others in English during large circle reading time after a shared dialogic book reading experience using a Spanish translation of a book in the children's homes and an English edition of the same title in a Head Start center, for 2 children |
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Effects of a professional development program on classroom practices and outcomes for Latino dual language learners A randomized, controlled study on the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish for 55 teachers and 193 Latino dual language learners enrolled in the North Carolina More at Four Pre-Kindergarten Program |
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