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Produced by Research Connections
Peer Reviewed JournalCurrent Filters:
228 results found.|
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
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Coaching in early education classrooms serving children with autism: A pilot study A comparison of the implementation of the Advancing Social-communication and Play (ASAP) intervention for preschoolers with autism among 3 early education teams who received either the ASAP training and manual, the ASAP training and manual plus support based on the ASAP coaching model, or none of the above, based on data from 6 preschool classrooms serving children with developmental disabilities |
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Collateral benefits of the Family Check-Up on early childhood school readiness: Indirect effects of parents’ positive behavior suppor A 2-year longitudinal study of the effect of the Family Check-Up home visiting program on child self-regulation, child language development, and parental positive behavior support |
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Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders An examination of both shared and differing levels of commitment to the philosophical tenets underlying both the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACH) and the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) classroom-based approaches among three groups of teachers implementing the programs with a high level of fidelity of implementation, based on data from 53 early care and education teachers North Carolina, Colorado, Florida, and Minnesota working in special education classroom environments |
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
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Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research? An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness |
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Conceptualizing phonological processing skills in prereaders A review of research on the link between the acquisition of reading skills in preschool children and activities that require sensitivity to, or manipulation of, the sounds in words |
Other
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Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement A study the relationships among both kindergarten word-reading and phonological awareness and behavioral engagement, off-task behavior and instructional time in four instructional contexts: teacher or child-managed children's attention, or content or meaning focused instruction, based on data from 170 kindergarteners in 36 classrooms |
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Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children A study of the relationship between preschool children's emergent literacy skills and their name writing, letter writing, and spelling skills, based on data from 296 children 4- and 5-years-old at 30 private preschools and both public and private child care centers in north Florida |
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Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children's learning prior to kindergarten A description of the content and development of state early learning standards |
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Developing emergent literacy skills: The impact of alphabet instruction An examination of the effect of alphabetic instruction on children’s letter knowledge and the links between alphabet instruction on children’s acquisition of phonological processing and emergent literacy skills, based on a sample of 58 three- and 4-year old children from four child care centers in a mid-sized Southeastern city who received either letter name and letter sound instruction, only letter name instruction, or a number identification as part of a control group |
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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 |
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Development, assessment, and promotion of preliteracy skills A review of current research findings on the development of skilled reading in early elementary grades, its developmental precursors, and advances in the early identification of children at risk for reading difficulties |
Literature Review
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Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters An examination of the association between name-writing abilities and abilities to understand letters and initial sounds among a population of 236 children from 35 Head Start classrooms |
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Dimensions of literacy coaching with Head Start teachers A study of the content, pedagogical emphasis, and progression of literacy instructional improvement plans for Head Start preschoolers, based on a secondary analysis of 1,504 instructional improvement plans developed by coaches and teachers over 280 coaching sessions across the 31 classrooms |
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Diversity and directions in state pre-kindergarten programs A survey of the diversity and standards of state-sponsored prekindergarten programs |
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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 |
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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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Does state preschool crowd-out private provision?: The impact of universal preschool on the childcare sector in Oklahoma and Georgia A study of the relationship of changes in the child care supply, in both the public and private sectors, to the introduction of universal preschool programs in Georgia and Oklahoma, based on two datasets compiled from Internal Revenue Service business tax returns and on administrative data from Georgia and Oklahoma |
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Early childhood teachers as socializers of young children's emotional competence A discussion of possible teacher roles in the development of young children's emotional competence, suggestions for future research that focuses on early childhood teacher socialization of emotion, and a discussion of theoretical and practical benefits of such research |
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Early education: Progress and promise for children from low-income families An overview of the development of compensatory preschool programs such as Head Start and state prekindergarten, means-tested child care assistance, and access to these programs by eligible poor children from 1970 through 2010 |
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Early gender differences in self-regulation and academic achievement An exploration of gender differences in children’s abilities to self-regulate their behavior and their discrepancies in academic achievement, and an inquiry into the correlation between direct measures versus teacher ratings of students' behavior, based on a sample of 268 kindergarteners from 87 classrooms in 12 schools in a public school district in southeast Michigan |
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Early language and reading development of bilingual preschoolers from low-income families A review of studies discussing factors known to affect early language and emergent literacy skills and the effects of poverty and home literacy environments on bilingual preschool children's phonological awareness and letter knowledge |
Literature Review
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Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development A study of the relationship between the early preschool measures of print knowledge, vocabulary, and phonological awareness, and the measures of numeracy skills a year later, in a sample of 69 children enrolled in 10 Florida preschools |
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