Cognitive consequences of participation in a Fifth Dimension after-school computer club
A journal article on the cognitive outcomes of participation in an after-school computer club for elementary school students based on the Fifth Dimension model
Reports & Papers
Developmental trajectories of preschool early literacy skills: A comparison of language-minority and monolingual-English children
A comparison of the early literacy skills growth profiles over a preschool year of Spanish-speaking language-minority (LM) children and non-LM children from comparable socioeconomic backgrounds, based on data from 948 children, aged 37 to 60 months, from 30 Head Start classrooms
Reports & Papers
Do early literacy skills in children's first language promote development of skills in their second language?: An experimental evaluation of transfer
A study of the moderating effects of children's initial skills in one language on the impact of an intervention designed to improve those skills in a second language, based on data from 94 Spanish-speaking language minority children from 10 classes in a Head Start center in Los Angeles, California, randomly assigned to one of three intervention conditions--the HighScope Preschool Curriculum alone or the HighScope Preschool Curriculum with small-group pull-out instruction, using the activities of the Literacy Express Preschool Curriculum, in either an English-only or English-to-Spanish version
Reports & Papers
Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods
An investigation of the effect of the Literacy Express Preschool Curriculum on the acquisition of emergent literacy skills by Spanish-speaking preschool children, based on a study of three groups of English language learners (ELL) from 10 Head Start classrooms in California where 32 children received the regular curriculum, 31 children received the intervention in English-only, and 31 children received the intervention in Spanish transitioning to English
Reports & Papers
The effect of afterschool program participation on English language acquisition
An analysis of predictors of after school program participation and a second study of the relationship between after school program participation and the English language development of English language learners, based on data from first through seventh graders in one elementary school district and a large after school program provider in Redwood City, California
Reports & Papers
The effect of attending full-day kindergarten on English learner students
An examination of the influence of full-day kindergarten on academic achievement, retention, and English language fluency of English language learners, based on data from 159,566 students from 7 cohorts from the 2001-2002 through 2007-2008 school years in the Los Angeles Unified School District
Reports & Papers
Effects of a literacy curriculum that supports writing development of Spanish-speaking English learners in Head Start
Findings from an investigation of the effect of a literacy curriculum on the acquisition of writing skills by English language learners in a Head Start program, based on a sample of 76 Spanish-speaking students from 6 child care centers in California assigned to groups that received either a writing development intervention, a vocabulary building intervention, or control group conditions
Reports & Papers
Enhancing emergent literacy in a preschool program through teacher-researcher collaboration
A description of an attempt by a research team to implement an emergent literacy intervention in a child-care setting in a high-poverty, Spanish bilingual setting in downtown Los Angeles, working with a particular preschool teacher in order to collaboratively develop an intervention that was truly responsive to the needs of the children and the community
Reports & Papers
The First 5 LA Universal Preschool Child Outcomes Study: Children's progress during the 2010-2011 LAUP year
A study of changes in the socioemotional development and the language, literacy, and math skills of both English proficient students and English language learners in the Los Angeles Universal Preschool program during the 2010-2011 program year, based on assessments administered to 675 children in fall 2010 and spring 2011
Reports & Papers
Instructional practices that support ELL children in Los Angeles Universal Preschool classrooms
A study to identify instructional practices that support young English-language learner (ELL) children and to examine the practices' prevalence in Los Angeles Universal Preschool (LAUP) classrooms, based on a literature review, questionnaires sent to 1,000 LAUP teachers, and observations of 124 LAUP classrooms
Reports & Papers
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states
Reports & Papers
Literacy promotion for families participating in the Women, Infants, and Children program
An investigation into the effect of a bilingual early literacy intervention on both academic measures of children's school readiness and the children's home literacy environments, based on information from 102 families who received four years of the intervention, 103 families who received 2 years of the intervention, and 200 families in a control group from Los Angeles County, California
Reports & Papers
Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states
Reports & Papers
Relationships among preschool English language learner’s oral proficiency in English, instructional experience and literacy development
A comparison of the gains in English proficiency and comprehension among low-income preschoolers attending 16-weeks of English instruction in either a comprehension-based or letter/rhyme decoding-based program, based on a population of 38 native English, Spanish, and Hmong speakers
Reports & Papers
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
Reports & Papers
Supporting teachers in assessing the language and literacy skills of preschool English language learners
An 8 week action research project to pilot the Desired Results Developmental Profile-Revised 2 (DRDP-R2) assessment as a measure of the development and improvement of language skills of 212 preschool and kindergarten children, predominantly English language learners, based on field notes, document analysis, classroom observations and interviews with administrators, teachers, and experts
Reports & Papers
