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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in two years [remove]; Pub Year:2010 [remove]; Full Text:no [remove]; Classification:Early Literacy [remove];
22 results found.|
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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 |
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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 |
Reports & Papers
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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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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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The effects of summer reading programs on low-income English language learners' and low-income English L1s' reading achievement in grades 2-4 An experimental comparison of effect of 3 summer programs on the reading achievement of 94 disadvantaged English language learners (ELLs) and disadvantaged students who speak English as a first language (ELls) in 2nd through 4th grade, 1 group who received a weekly home visit and new books from the school staff, a second group of students who took 10 books home over the summer, and a control group who was given a reading log |
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Effects of the writing center in a kindergarten classroom A study of the effects of participation in writing center activities on writing ability for 19 kindergarten children randomly assigned to a center and a control condition in a suburban public school |
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Enhancing teaching practices to improve language and literacy skills for Latino dual-language learners A summary of 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 |
Fact Sheets & Briefs
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Fostering alphabet knowledge development: A comparison of two instructional approaches An examination of the effect of letter instruction on children’s learning of the alphabet, based on a sample of 58 3- and 4-year olds from 4 private child care settings in a mid-sized southeastern city randomly assigned to receive letter name and sound instruction (LNLS), letter sound instruction (LS), or number instruction |
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How the instructional reading and writing program in kindergarten contributes to the reading and writing achievement of students in grade 1: A single-case study A case study of perceptions of kindergarten and first grade teachers of the relationship between instructional reading and writing programs in kindergarten and the reading and writing achievement of students in first grade, based on interviews with 4 kindergarten teachers, 3 first grade teachers, and 1 academic support teacher, as well as observations and field notes of the author at an urban elementary school in Indiana |
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The impact of a caregiver workshop regarding storybook reading on pre-kindergarten children’s readiness for reading A study of the effect of a storybook reading strategies workshop that also provides storybooks to caregivers on pre-kindergarten students’ emergent literacy development with 12 students in the experimental group and 10 in the control from two Head Start centers in Florida |
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An investigation of early literacy outcomes by socio-economic status and race/ethnicity A study of the relationships between early literacy outcomes of children and socioeconomic status and race-ethnicity, as well as child, home, and early care and education factors, based on full sample data of 4-year-olds from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children in the United States |
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Kid Writing versus traditional writing instruction: Impact on the literacy development and perceptions of writing of kindergarten students An experimental study of the effect of the Kid Writing instruction method, a daily journal writing program, on literacy development and perception of writing among kindergarten students, based on an analysis of literacy assessment scores, writing samples, and student interviews from a class of 22 program participants and a comparison class of 21 students taught using a traditional form of writing instruction |
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Kindergarten literacy skills and their relationship to the type of preschool experience A study of the relationship between kindergarten reading readiness and preschool program type, as well as time in preschool, for 423 kindergarten students, at 11 centers, in one district in a suburban school district in the Midwest |
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Kindergarten reading readiness: Effects of full day prekindergarten attendance A study of the relationship between reading performance of kindergarten students and full day public prekindergarten attendance and a related study of kindergarten staff perceptions of reading readiness, based on data from 250 kindergarteners and interviews with professional staff in a rural school district |
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Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha Schools Community Based Early Childhood Education program A comparison of both the receptive language and language development of students in an early education classroom who stayed with the same teacher for 2 years and students with two different teachers for each of the 2 years and a study of the influence of years of teacher education and experience, based on data from a convenience sample of 104 3-year-olds at two sites |
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Preschool speech, language skills, and reading at 7, 9, and 10 years: Etiology of the relationship Twin analyses to assess the contributions of genetic and environmental factors to the longitudinal relationships between speech and reading skills at 4½-years-old and language and reading skills at 7-, 9-, and 10-years-old, based on data from 1,672 children born in England and Wales from the Twins Early Development Study |
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The proper name as starting point for basic reading skills A study of the relationship between children's name writing ability and phonemic sensitivity to the first letters of their names, based on data from 60 Dutch-speaking 4- and 5-year-olds in 11 kindergarten classrooms in eight different schools in the Netherlands |
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Special issue: The National Early Literacy Panel Report: Summary, commentary, and reflections on policies and practices to improve children's early literacy A special issue of the journal Educational Researcher, focusing on the issues brought to light by the National Early Literacy Panel Report |
Other
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The summer gap: What replaces the school day and how does it widen literacy achievement disparities in the fall? An examination of predictors of literacy achievement over the summer between kindergarten and first grade that includes child care arrangements, household rules and structure, literacy, other educational activities, and family background, from a secondary analysis of 3,829 cases from the Early Childhood Longitudinal Study - Kindergarten Cohort |
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Turning the page: Refocusing Massachusetts for reading success A discussion of strategies for children from birth to age 9 to ensure reading proficiency among children in Massachusetts |
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Turning the page: Refocusing Massachusetts for reading success [Executive summary] A summary of a discussion of strategies for children from birth to age 9 to ensure reading proficiency among children in Massachusetts |
Executive Summary
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Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities A comparison of classroom environments and language scores of children in classrooms where teachers participate in on-site technical assistance and those that do not for 278 children in 15 treatment and 23 comparison classrooms at privately owned Head Start and early care and education sites in rural Mississippi communities |
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