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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Justice, Laura M. [remove]; Classification:Interventions/Curricula [remove];
18 results found.|
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Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
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Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks |
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An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households An inquiry into the relationship between hearing a book being read and the development of literacy skills, based on a sample of 30 children aged 2- to 5- years old enrolled in a Head Start program |
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Explicit print referencing: Do intensity and context matter? A summary of a study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks, and a summary of a study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
Fact Sheets & Briefs
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Field-based evaluation of two-tiered instruction for enhancing kindergarten phonological awareness A controlled study of the effect of the combined use of the Phonemic Awareness in Young Children curriculum and the Intensive Phonological Awareness Program on the literacy skills of kindergartners in 3 classrooms using both programs as a supplement to a literacy curriculum, compared to three classrooms using only a literacy curriculum |
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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth An examination of association between the degree of variability in dosage, adherence, and quality of delivery of a supplemental literacy and language development classroom curriculum and children’s growth in language and literacy skills across the preschool year of 154 preschool teachers and 680 children participants enrolled in their classrooms |
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Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement An examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both 1 and 2 years later, based on data from 366 children in 85 preschool classrooms |
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Informational text use in preschool classroom read-alouds A categorical study of texts read in early childhood classrooms and an analysis of their correspondence to state standards from 733 randomly selected texts identified from the reading logs of 84 teachers in 2 states participating in a larger, 30-week book-reading study called Project Sit Together and Read (STAR) for at-risk students |
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Language and literacy curriculum supplement for preschoolers who are academically at risk: A feasibility study A study of the effect of Read It Again! (RIA), a low-cost scripted language and literacy curriculum supplement, on children's literacy and language skills based on a comparison of the scores of 137 children in experimental and control classrooms in 14 schools over the course of a year |
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Long-term effects of print referencing on literacy achievement A summary of an examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both one and two years later, based on data from 366 children in 85 preschool classrooms |
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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils An examination of the quality of language and literacy instruction, a search for predictors of high-quality instruction, and an exploration of the association between teachers’ procedural fidelity and quality instruction, in 135 publicly funded preschool classrooms serving at-risk pupils |
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Sense of school community for preschool teachers serving at-risk children A study of collegiality and influence, also known as community, among preschool teachers, a study of the predictors of community in preschools, and a study of the relationship of career attitudes and instructional quality to community, in a sample of 68 preschool teachers from 49 child care centers serving economically disadvantaged preschoolers |
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Shared storybook reading as an intervention context: Practices and potential pitfalls A description of therapeutic uses of shared storybook reading by speech-language pathologists in the United States |
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A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR) An assessment of the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood education (ECE) settings, based on data from 105 ECE teachers |
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Targets, techniques, and treatment contexts in emergent literacy intervention A discussion of three considerations for early education professionals to keep in mind when implementing emergent literacy interventions, including treatment targets, techniques, and contexts |
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Teachers’ use of scaffolding strategies during read alouds in the preschool classroom An examination of 5 preschool teachers' use of 6 types of literacy scaffolds and their perceived use of specific scaffolds compared to actual in whole group read aloud sessions in their classrooms from videotapes and systematic observation |
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Use of storybook reading to increase print awareness in at-risk children An article on the effects of an book-reading intervention on Head Start children's print awareness |
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Word exposure conditions and preschoolers' novel word learning during shared storybook reading A study of the influence of various word exposure conditions on children's receptive and expressive learning of novel words during shared storybook reading interactions |
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