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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:CALIFORNIA [remove]; Classification:Early Literacy [remove];
23 results found.|
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Analysis of state K-3 reading standards and assessments: Final report An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments |
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Case studies of First 5 School Readiness Initiative: Promising programs and practices: A focus on early literacy An inquiry into the ways in which school readiness (SR) initiative programs promote early literacy among children, based on case studies of First 5 School Readiness Initiative programs from 10 sites across California |
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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 |
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Effectiveness of a coordinated community effort to promote early literacy behaviors A comparison of changes in family literacy behavior between the 2001 and 2003 cohorts of a coordinated multi-level community early literacy behavioral intervention that includes book distribution programs in clinical settings, child care centers, and home visitation programs for low income and mono-lingual Spanish speaking families in San Mateo County, California |
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The effect of curriculum, coaching, and professional development on prekindergarten children’s literacy achievement A study of the effect of Southern California’s Preschool Literacy Project, which provides a specialized curriculum, teacher coaching, a print-rich environment, and professional development opportunities to teachers, on the literacy scores of the participating children, based on data collected from 22 state preschool classrooms serving children from low income families |
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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 |
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The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families An examination of the effects of a voluntary summer reading intervention with and without a parent training component on reading comprehension and vocabulary of a sample of 370 fourth grade low-income Latino children from language minority families |
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Evaluation of the PBS Ready to Learn Cell Phone Study: Learning Letters with Elmo A study of the use of cell phones to deliver PBS literacy programming to low income families with preschoolers |
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Head Start: An outcome study on literacy and mathematical skills among Latino Head Start children A study assessing the impact of a California Head Start program on Latino preschool children's literacy and mathematical skills development |
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Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness An examination of the relationship between the home literacy environment and activities (storybook exposure, frequency of shared reading) and preschool children's phoneme awareness |
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Investing in success: Key strategies for building quality in after-school programs A study of the relationship between implementation of a quality improvement strategy for a literacy program and student reading gains, based on observations, and student and teacher data from between 43 and 56 classes of third, fourth, and fifth graders part of an evaluation of a multi-site after school program in California |
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Launching literacy in after-school programs: Early lessons from the CORAL initiative A study of the implementation and early child outcomes of the Communities Organizing Resources to Advance Learning (CORAL) initiative, an after school initiative in five California cities focusing on literacy achievement, based on child surveys and assessments, program observations, parent focus groups, and staff interviews |
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Learning when school is not in session: A reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged A longitudinal, randomized study of the effects at three and nine months post-intervention of a seven-week summer reading day camp on the reading achievement of low-income first grade children, based on direct child assessments |
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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 |
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Pathways to reading: The role of oral language in the transition to reading A study of the relationship between preschool oral language skills and reading performance in early elementary school, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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Preventing summer reading declines in children who are disadvantaged An examination of the effects of a summer reading camp intervention on phonics and phonics related skills, reading vocabulary, and reading comprehension of 61 1st grade students receiving free or reduced price lunches from 3 Title I schools in Los Angeles |
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Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models A study of the impact of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of at-risk children, based on data from teachers and 739 children in 48 preschools |
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Providing training to fathers in early literacy through community-university partnerships A description of Project DADS, a training program for fathers participating in early literacy activities with their children |
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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 |
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Responsiveness of students with language difficulties to early intervention in reading A study of the effects of small group, short term phonemic awareness, alphabetic understanding, and oral language reading interventions on the language skills of 78 randomly assigned kindergartners with language difficulties |
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Summative evaluation of the Ready to Learn Initiative: Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial An investigation of the effect of the inclusion of children's video programming in the preschool curriculum on children's early literacy skills, based on a random sample of 398 low-income children aged 4 and 5 years old from 80 preschool classrooms from 47 child care centers in New York City and the San Francisco Bay Area assigned to receive a 10 week technology-supported literacy curriculum or a 10 week technology-supported science curriculum comparison group |
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Super Why Summer Camp assessment findings: Summer 2008 An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008 |
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Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial A study of the effects of a curriculum supplement that employs content from Public Broadcasting System (PBS) educational programs on the early literacy skills of low income preschoolers, with an analysis of the moderating influence of mothers' education and children's eligibility for subsidized meals on those effects, based on data from 436 children in 80 preschool classrooms in New York City and the San Francisco metropolitan area |
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