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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:CALIFORNIA [remove];
9 results found.|
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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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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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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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Enhancing young children's mathematical knowledge through a pre-kindergarten mathematics intervention A study which implemented a specialized mathematics intervention in the classrooms of pre-kindergarteners from different socioeconomic backgrounds to improve their math skills |
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The home literacy environment and Latino Head Start children's emergent literacy skills An examination of children's early literacy skills in both English and Spanish at entry to preschool, and an investigation of the patterns of associations among these skills and their families' home language and literacy practices, based on data from 392 primarily Latino immigrant families and their children in 30 Head Start centers in several inner city neighborhoods of Los Angeles, California |
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Number-concept acquisition and general vocabulary development A first study of the relationship between number-word knowledge and general vocabulary and a second study of the relationship between number-word knowledge and both general and expressive vocabulary, based on data from a total of 59 children, ages 30- through 60-months, and a third study of the relationship between method used for analysis and results, based on a reanalysis of the data with simulated data using the methods from the first two studies and an alternative method |
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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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Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies A study of the impact of scaling up a Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) prekindergarten mathematics curriculum on teachers’ knowledge, beliefs, and practices, parents’ knowledge, beliefs, and practices and on children’s mathematical knowledge with 209 children from an ethnically diverse population of low-income families in 26 randomly selected public preschool and Head Start classrooms in New York and California |
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Young children can add and subtract by predicting and checking A study evaluating preschool children's understanding of counting by exposing them to arithmetic-related tasks involving prediction |
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