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topic:early-literacy;
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Resource Type:Reports & Papers [remove];
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Pub Year:2012 [remove];
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How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio |
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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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The differential effects of preschool: Evidence from Virginia A study of the association between attendance in a state-funded prekindergarten program and both literacy through first grade and the likelihood of kindergarten repetition, and an analysis of these differences among groups of children of different races and disability statuses, based on an analysis of data from a cohort of children at approximately 1,000 Virginia schools |
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Home literacy exposure and early language and literacy skills in children who struggle with behavior and attention problems A study of the relationships of the behavior and attention problems and of the early home literacy environment, as well as of the interaction between the two, to the language and literacy skills of 4-year-olds, based on data for 1,364 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development |
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State pre-k assessment policies: Issues and status A discussion of considerations for and approaches to the assessment of young children and a study of state prekindergarten child assessment policies in the 2011-2012 school year, based on a survey of state prekindergarten program personnel |
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The state of preschool 2012: State preschool yearbook An annual review of access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2011-2012 program year, based on a survey of administrators of state-funded preschool programs |
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Child care in the American South: Poverty, costs, and quality A study of the relationship between the use of Quality Rating and Improvement Systems (QRIS) in southern states and family poverty, child care costs, and a variety of related socioeconomic variables, based on data from the National Association of Child Care Resource and Referral Agencies (NACCRRA) and the United States Bureau of Labor Statistics in 2010, for 14 southern states |
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Ready for success: Creating collaborative and thoughtful transitions into kindergarten An examination of state- and local-level approaches to the kindergarten transition process in California, Georgia, Maryland, Minnesota, New Jersey, and Virginia, based on interviews with 24 key informants |
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Refining the Preschool Self-regulation Assessment for use in preschool classrooms A validity study of the Preschool Self-regulation Assessment (PSRA) for both research and applied purposes that includes an examination of each tasks' usability at two time points, of their structure and reliability, of differences in the components of the measure by age, gender, and socioeconomic risk status, and a description of teachers' reports on school readiness, classroom adjustment, and academic success across two periods, based on data from 313 preschoolers and their teachers enrolled in Head Start and private child care centers in Northern Virginia |
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Observing preschoolers' social-emotional behavior: Structure, foundations, and prediction of early school success An extraction of a shortened version of the Minnesota Preschool Affect Checklist, Revised, a comparison of the structure, internal consistency, test-retest reliability, and stability of both versions, and, using the shortened measure, an examination of age, gender, and risk status differences in socioemotional behaviors, the relationship between emotion knowledge and both executive function and socioemotional behaviors, and of the relationship between socioemotional behaviors and early school adjustment and later kindergarten academic success of preschoolers, based on data from 352 3- and 4-year-olds attending private child care and Head Start programs, followed over time, and their parents |
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