Search Results
|
|
Produced by Research Connections
Peer Reviewed Journal
Current Search:
topic:early-literacy;
Current Filters:
Author:Pianta, Robert C. [remove];
|
Select Citation
|
Result | Resource Type |
|
|
|
|
Teacher-child relationships and early literacy An examination of the connection between literacy development and children's relationships with parents, caregivers, and teachers, with a theoretical model of the role of the teacher child relationship in literacy-related outcomes |
Other
|
|
|
|
|
Promoting early literacy and language development An identification and discussion of select prekindergarten and kindergarten instructional practices and curricula for the promotion of code-related reading and oral language skills |
Other
|
|
|
|
|
Literacy behaviors of preschool children participating in an early intervention program An investigation into the emergent literacy skills of preschoolers who participated in an early intervention program, based on a sample of 2,759 children from the Virginia Preschool Initiative (VPI) |
Reports & Papers
|
|
|
|
|
Relationships among children and adults and family literacy A discussion of the importance of the parent-child relationship to children's literacy growth and development |
Other
|
|
|
|
|
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 |
Reports & Papers
|
|
|
|
|
Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education A documentation of the implementation of a standardized early childhood education early literacy teaching practices course and an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Reports & Papers
|
|
|
|
|
Improving language and literacy outcomes in child care A description of Project Great Start, a coaching model for early childhood educators' language and literacy instruction, a discussion of aspects of the model that promote teachers' implementation of best practices in early literacy, and highlights of key findings and remaining questions about the use of coaching as a professional development approach in early childhood |
Other
|
|
|
|
|
The feasibility of a common course in early childhood teacher preparation programs A summary of a documentation of the implementation of a standardized early childhood education early literacy teaching practices course and of an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Fact Sheets & Briefs
|
|
|
|
|
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 |
Reports & Papers
|
|
|
|
|
Mothers' sensitivity and book-reading interactions with first graders An analysis of the association between the quality of the relationship between mothers and their children at 36 months and the amount and quality of literacy information shared during a joint book-reading task in first grade |
Reports & Papers
|
|
|
|
|
MTP-LL Implementation Checklist |
Instruments
|
|
|
|
|
Aligning measures of quality with professional development goals and goals for children's development Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children |
Other
|
|
|
|
|
A transactional model of effective teaching and learning in the early childhood classroom An introduction to a transactional model of teaching and learning in early childhood classrooms that includes the frequency, duration, and quality of the exchanges between teachers and children in a given skill domain |
Other
|
|
|
|
|
Preschool teachers' self-reported beliefs and practices about literacy instruction A report on the literacy instruction beliefs and practices of preschool teachers in the Virginia Preschool Initiative |
Reports & Papers
|
|
|
|
|
Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs |
Reports & Papers
|
|
|
|
|
Peer effects on children’s language achievement during pre-kindergarten An inquiry into the role of children’s peer interactions in the acquisition of language skills, based on a subsample of 1,812 children from 453 prekindergarten classrooms in 11 states |
Reports & Papers
|
|
|
|
|
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
Reports & Papers
|
|
|
|
|
Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
Reports & Papers
|
|
|
|
|
Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms Results from the first year of a 2-year study of the effects of personal consultations, provided through the internet, on teacher-child interactions in a randomly-assigned experimental group of 61 preschool classrooms in which the teachers received web-based consultation and access to videos through the MyTeachingPartner (MTP) program and a control group with access to the video materials but not to the consultations, and a comparison of the consultation’s influence in classrooms of different sizes, poverty levels, and levels of student literacy |
Reports & Papers
|
|
|
|
|
Promoting educational equity and excellence in kindergarten A summary of survey findings about the state of American kindergarten programs and the experiences of children in those programs |
Other
|
|
|
|
|
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions An examination of the psychometric properties of the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children’s interactions in preschool classrooms with teachers, peers, and tasks, based on the use of the tool with 145 children, ages three through five, enrolled in fourty four classrooms in twenty different preschool programs in the central region of a mid-Atlantic state |
Reports & Papers
|
|
|
|
|
Individualized Classroom Assessment Scoring System |
Instruments
|
|
|
|
|
Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences A study of the association between academic and cognitive development of first graders and the quantity and quality of child care, home learning environment, family demographics, and maternal characteristics of a sample of 832 children from 9 states |
Reports & Papers
|
|
|
|
|
Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources An exploration of teacher characteristics associated with higher participation in and responsiveness to the MyTeachingPartner Consultancy (MTP) professional development approach, based on a sample of 62 prekindergarten teachers from 21 school districts in a mid-Atlantic state |
Reports & Papers
|
|
|
|
|
Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers
|
|
Select Citation
|
