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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Dickinson, David K. [remove]; Classification:Interventions/Curricula [remove];
22 results found.|
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Bringing it all together: The multiple origins, skills, and environmental supports of early literacy A study of the origins, skills and environmental supports of early language and literacy |
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The complex world of one-on-one tutoring An examination of one-on-one reading tutorial’s influence in the literacy development of young children, with a focus on their cost-effectiveness, longevity, and diffusion of knowledge and skill, issues in implementing tutorials, and alternative delivery models within the context of home, school, and community |
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Early literacy and developmentally appropriate practice: Rethinking the paradigm A description of interpretations of early literacy and developmentally appropriate practices |
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Early literacy policy and pedagogy A description of the evolution of early literacy policy, legislation, and standards in the United States since the mid-1980s, with an analysis of selected research on the relationship between standards and student achievement in the classroom |
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Effective interventions for English language learners (Spanish-English) at risk for reading difficulties An overview of studies on intervention strategies, conducted in English and Spanish, to improve English language literacy for bilingual kindergarten through third grade students at risk for reading difficulties |
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Encouraging young children's language interactions with stories A discussion of the relationship between reading aloud to children and literacy development, including a review of research and an exploration of the Text Talk approach, which emphasizes conversational interaction during storytelling |
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Environmental supports for language acquisition An analysis of the relation between children's early experiences with oral language acquisition in the home environment and their language skills at school entrance age, including the influence of socioeconomic status |
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A framework for examining book reading in early childhood classrooms A proposal of a method to be used to examine the role of books and reading in early childhood education and care curricula and programs |
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Handbook of early literacy research A book surveying developments from a wide range of early literacy topics |
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Handbook of early literacy research Research-based insights into foundational topics in early literacy learning and instruction, including vocabulary development, phonemic awareness, the role of policy, and socio-cognition as well as growing contributions to the knowledge base in areas such as the role of caregiver-teacher collaboration, second language learning, brain imaging, and early educational interventions |
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Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school. |
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Intergenerational family literacy: Concepts, research, and practice An examination of how family literacy has been defined, how these definitions have influenced the formation of family literacy programs, and recommendations for further program development and research in family literacy |
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Invented spelling, phonemic awareness, and reading and writing instruction An article arguing that invented spelling facilitates the acquisition of phonemic awareness and can be an important tool in literacy development. |
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The language of emergent literacy: A response to the National Institute for Literacy report on early literacy A response to and clarification of a review and synthesis of early literacy research |
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Literature-based instruction in the early years An examination of literature-based instruction and its role in early literacy development |
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Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension An article on the effects of teacher book-reading style on children's receptive language and story comprehension skills. |
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A pediatric approach to early literacy A discussion of the Reach Out and Read program, a pediatric intervention providing guidance for parents in reading aloud to their children, with a review of studies of the program's efficacy |
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A sociocultural perspective on early literacy development An overview of a sociocultural approach to early literacy, New Literacy Studies (NLS) |
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Teachers' language practices and academic outcomes of preschool children An examination of research on the role of language in later reading, a description of home and classroom factors that foster early language growth, and an overview of research on preschool interventions to enhance teachers' language practices and the academic outcomes of preschool children |
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Teaching phonics and phonological awareness A review of research on phonics and the notion of phonological awareness as a precursor to phonics instruction |
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Vygotskian perspectives on teaching and learning early literacy An examination of L. S. Vygotsky's cultural historical theory as it relates to literacy development in young children, with a description of instructional strategies based on his views |
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Writing and children's symbolic repertoires: Development unhinged A proposal of a form of literacy development focusing on social and symbolic flexibility and adaptability |
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