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Current Filters: Pub Year:1997 [remove]; Full Text:yes [remove]; Classification:Early Literacy [remove];

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The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
Senechal, Monique, 1997
Journal of Child Language, 24(1), 123-128

An article on the effects of reading style on preschool children's vocabulary acquisition.

Reports & Papers


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Follow-up study of families in the Even Start in-depth study: Final report: Executive summary
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

A summary of a follow-up evaluation of the Even Start Family Literacy Program, addressing the program’s effects on children’s performance in primary school two to three years after program participation

Executive Summary


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National evaluation of the Even Start Family Literacy Program: Report on Even Start projects for Indian tribes and tribal organizations
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

An evaluation of Even Start projects for Indian tribes and tribal organizations in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on site visits to the Makah Tribe in Washington, the Cherokee Nation in Oklahoma, and the Pascua Yaqui Tribe in Arizona

Reports & Papers


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National evaluation of the Even Start Family Literacy Program: Report on Even Start projects for Indian tribes and tribal organizations: Executive summary
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

A summary of an evaluation of Even Start projects for Indian tribes and tribal organizations in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on site visits to the Makah Tribe in Washington, the Cherokee Nation in Oklahoma, and the Pascua Yaqui Tribe in Arizona

Executive Summary


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National evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start projects
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

An evaluation of Migrant Even Start projects in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on three site visits in Wisconsin, Pennsylvania, and Arizona

Reports & Papers


get fulltext

National evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start projects: Executive summary
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

A summary of an evaluation of Migrant Even Start projects in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on three site visits in Wisconsin, Pennsylvania, and Arizona

Executive Summary


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Once upon a time: Use of children's literature in the preschool classroom
Owens, Jr., Robert E., February 1997
Topics in Language Disorders, 17(2), 19-48

An overview of a model used to help early childhood educators with utilizing children's literature in the preschool classroom; an extensive index of children's books and their respective uses in clinical interventions is included

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Outcomes of an emergent literacy intervention in Head Start homes and classrooms
Zevenbergen, Andrea A., 1997
NHSA Research Quarterly, 1(1), 137-147

A discussion of dialogic reading techniques--methods of joint reading where children are asked questions and become active participants--taught to Head Start teachers and parents

Reports & Papers


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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