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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties A study of the effects of interventions designed to promote the development of emergent literacy skills with a sample of preschool children at high risk for later problems in reading, with an analysis of the additional effects of combining dialogic reading with a phonological awareness intervention, based on data from 324 preschoolers from low income backgrounds, recruited from 13 Head Start centers and Title I preschools in a local school district in northern Florida |
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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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Books, bytes and brains: The implications of new knowledge for children's early literacy learning The early years of childhood are critical for the successful development of adult literacy, whatever that literacy might look or feel like in the oncoming digital age. Two questions that become important are what sort of literacy (or literacies) will children need in the future to navigate new information pathways, and how can we use recent advances in neuroscience to help us understand optional pathways for developing the fundamentally social skills of literacy. This paper reviews recent research from the two traditionally separate areas of contemporary literacies and infant brain development to re-examine the underpinnings of literacy learning in the early years. (author abstract) |
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Computer use and letter knowledge in pre-school children: A population-based study Aim: To explore the link between pre-school children's general home computer use and their letter knowledge. Methods: As part of the Early Language in Victoria Study, a community cohort of 1539 four-year-old children was tested on letter knowledge as well as on non-verbal intelligence, oral language, articulation and phonological awareness. Performance on these measures was examined in relation to parent-questionnaire responses exploring home literacy environment and the amount of time children spent using the computer. Results: A positive correlation between computer use and letter knowledge was found, and this association was still evident after controlling for other cognitive and environmental factors known to predict the development of letter knowledge in young children. Conclusions: Greater computer use in pre-school children appears to have a positive association with emerging literacy development. Future research needs to examine the nature of that association. (author abstract) |
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Enhancing children's learning in family childcare homes: 2011-12 annual report A study of the school readiness and early literacy achievement gains of children attending family child care homes that participated in the pilot implementation of a set of supplemental literacy-focused instructional units, based on pre- and post-program assessments for 48 children in 16 family child care homes |
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Early childhood education: Ladders to Literacy A review of research on the impact of Ladders to Literacy, a supplemental early childhood curriculum focusing on early literacy, on preschool children's outcomes in four developmental domains, based on the application of a review protocol, evidence standards, and effectiveness criteria to 13 studies of Ladders to Literacy |
Literature Review
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Effects of divorce and cohabitation dissolution on preschoolers' literacy A study of the association between children's early literacy and changes in the marital and cohabitation status of their parents, with an examination of the mediating roles of changes in household income, changes in depressive symptoms, changes in maternal stimulation of child learning, and mothers' pregnancy timing, based on data from approximately 6,450 children in the Early Childhood Longitudinal Survey-Birth cohort followed at 24 and 48 months |
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Measures of preschool children's interest and engagement in literacy activities: Examining gender differences and construct dimensions An examination of the measurement of the construct of children's literacy interest in the early years, methods of measurement, and gender differences and dimensions across measures, based on data from 167 4- and 5-year-old children enrolled in Head Start |
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The relationship between child care subsidies and children's cognitive development A study of the relationship between child care subsidy use in preschool and both children's early literacy and early math skills at kindergarten entry, based on data from approximately 7,000 children from the Early Childhood Longitudinal Study-Birth cohort |
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Effects of a brief tiered language intervention for prekindergartners at risk An examination of the impact of a language intervention for at risk children with whole-group and small-group instruction on the vocabulary skills of children, a study of the moderating relationship of initial language skills on those effects, as well as a study of teacher beliefs regarding oral language instruction, based on data from 39 early care and education programs in a large urban area in Texas |
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Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school. |
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Read alouds and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms A study of the effects of a 12-week read aloud intervention compared to read aloud plus--which included vocabulary activities during the day, on children's vocabulary, based on data from 264 children in 26 Head Start classrooms in the northeastern United States |
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Prek-3rd's lasting architecture: Successfully serving linguistically and culturally diverse students in Union City, New Jersey: FCD case study An examination of the prekindergarten through third grade education model in Union City, New Jersey, based on 10 key informant interviews, observations of 12 classrooms, field notes, and a document review |
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Response to intervention: Following three Reading Recovery children on their individual paths to becoming literate An examination of different responsive instructional approaches provided by Reading Recovery teachers to children who were initially the lowest readers and writers in their classes but who were able to progress to on-grade-level reading and writing proficiency after participating in the intervention, based on data from 3 first-grade boys from two suburban schools in the same school district in northern Texas |
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Early Learning Coalition of Duval report 2011-12 An examination of the school readiness skills and gains of children who attend early care and learning centers that participate in Guiding Stars of Duval, an initiative to improve the quality of early learning and care services in Jacksonville, Florida, based on pre- and posttest assessments of participants and on public school kindergarten readiness administrative data |
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Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. (author abstract) |
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Evaluation of the Early Years programme of the Childhood Development Initiative An impact and process evaluation of Early Years, a high-quality, two-year early childhood care and education program in Tallaght West, Ireland, that examines program effects on children's cognitive, language, and social development, on parental stress and the home learning environment, and on program quality, and that explores stakeholder perceptions of the program, based on data for children, parents, teachers, and classrooms from providers randomly assigned to deliver Early Years services, as well as on consultations with parents, teachers, and staff |
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De-academizing early childhood research: Wanderings of a chicana/latina feminist researcher An account and critique of methods used in a study of Mexican immigrant mothers' perceptions regarding early care and education in a mid-size city in North Carolina |
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An exploratory look at the relationships among math skills, motivational factors and activity choice This study of a preschool classroom of 4 year old children examines underlying skills of number sense such as counting and spatial skills and Spontaneous Focusing on Numerosity. It also investigates children's patterns of engaging in spontaneous mathematical activities in free-play activity centers in relation to behaviors associated with classroom achievement such as attention/persistence, self-regulation, perceived math ability, and motivation. A mixed method design with structured empirical measures and naturalistic observations was used. Several data sources were analyzed, including videotaped interviews, systematic observational data, and teacher ratings. Findings indicate that children who spontaneously focus on numerosity are advanced in their counting skills. Teacher rating of motivation and interest is also correlated with counting skills and spatial skills. Teacher rating of persistence is correlated with counting skills and child selfreports of persistence in math correlated with spatial skills. Variability existed in free play activity time, with social or dramatic play the only activity observed for all children. The major math activities chosen were those involving block construction and some computer games. It was noted that students less skilled in math tended to choose less cognitively challenging activities involving small motor tasks rather than more cognitively challenging activities. Using a Vygotskian socio-cultural lens, several suggestions are made about how verbal interactions with teachers and other adults may contribute to children's cognitive competence in math. (author abstract) |
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Immigrant parents' and teachers' views on bilingual preschool language policy An examination of views of language policy and models in bilingual preschools from immigrant parents' and bilingual teachers' perspectives, based on data from 7 parents of children and 5 of their teachers in two bilingual early care and education centers in Israel |
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Chinese immigrant families and bilingualism among young children A study of the relationship between both English and Mandarin language comprehension and gender, birth order, maternal language level, age of child, age of enrollment in English-speaking educational facilities, and languages used by parents in story reading, based on data from 35 4- to 8-year-olds in two-parent Chinese immigrant families, living in two midsize American cities, who attended English-speaking facilities for over 30 months |
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Evaluation of the Speech and Language Therapy Service of Tallaght West Childhood Development Initiative An evaluation of the Speech and Language Therapy Service, which provides targeted services as part of broader school readiness and health initiatives in Tallaght West, Ireland, that examines: program implementation, uptake, and accessibility; children's speech outcomes; and parent and practitioner experiences, based on analyses of program administrative data, on parent focus groups and interviews, and on practitioner and staff interviews and focus groups |
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Investigating the relationship between social behaviors and phonological awareness in preschool children Purpose: This study examined the longitudinal effects of social behaviors in predicting phonological awareness outcomes in 4-year-old children. Method: One hundred two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighborhoods in a large metropolitan city and were assessed at the beginning and end of the preschool year. All children received assessments of their phonological awareness skills, expressive vocabulary, non-verbal IQ, and teachers completed behavioral ratings at pretest. At the end of the academic year, children participated in tests of phonological awareness using standardized assessments. Results: The results of a multiple regression analysis indicated that being excluded by peers contributed up to 3% of the variance in negatively predicting phonological awareness outcomes after controlling for initial phonological awareness skills, expressive vocabulary, and cognition which is a small effect size. Conclusion: Early peer exclusion can impact negatively on the acquisition of phonological awareness skills in 4-year-old children in preschool. The results of this study suggest that a child's overall behavioral competence and how they are treated by the peer group may play an important role in their ease of academic skill attainment. Given the link between peer exclusion and difficulties with phonological awareness outcomes, additional professional development programs that provide teachers with strategies to create inclusive classrooms may be warranted in preventing against the emergence of maladaptive behaviors at first entry into formal schooling. (author abstract) |
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Early childhood education in Nebraska public school districts and educational service units: 2010-2011 state report An examination of classroom quality, children's developmental and educational outcomes, and family engagement in publicly-funded early education programs for children from birth through age 5 in Nebraska, based on classroom observations, child assessments and achievement tests, and family surveys |
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The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge A study of the mediating role of numeral knowledge--the ability to identify Arabic numerals and connect those numerals to their respective quantities--and both informal and formal mathematical knowledge, based on data from 206 3- through 5-year-olds in early care and education centers both at the beginning and end of the preschool year, and one year later |
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