Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures
A study of the predictive validity of The Early Reading Intervention (ERI) curriculum-embedded mastery checks of phonemic and alphabetic/decoding performance and of individual Dynamic Indicators of Basic Early Literacy Skills (DIBELS) nonsense word fluency and phoneme segmentation fluency-- two forms of progress-monitoring measures, on reading outcomes of kindergarten students, and an examination of what combinations of both DIBELS and curriculum-embedded phonemic and alphabetic/decoding measures have the best predictive validity, based on data from 64 children in Connecticut and in Texas kindergartens
Reports & Papers
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
Reports & Papers
Ready or not?: Assessing kindergarten readiness in Central Texas
A study of the school readiness of Central Texas kindergarteners in four competency domains and of the relationship of school readiness to children's economic status and prekindergarten attendance, based on teacher assessments for a representative sample of 913 children
Reports & Papers
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
Reports & Papers
Ready or not?: Assessing kindergarten readiness in Central Texas
A study of the school readiness of Central Texas kindergarteners in four competency domains and of the relationship of school readiness to children's sociodemographic characteristics and early childhood program experiences, based on teacher assessments for a representative sample of 853 children
Reports & Papers
A new measure for assessing the contributions of higher level processes to language comprehension performance in preschoolers
A validation of the preschooler component processes task (PR-CPT), a measure that provides estimates of a preschooler's ability to recall text, to make text-based inferences, to access knowledge from long-term memory, and to integrate this accessed knowledge with new information from the text, based on data from 73 4- to 6-year-old children recruited via flyers posted at the University of Texas at San Antonio and child care centers in the surrounding area
Reports & Papers
An empirically-based statewide system for identifying quality pre-kindergarten programs
An identification of prekindergarten classrooms as promoting school readiness, based on data from over 8,000 children from 1,255 prekindergarten classrooms followed longitudinally for one year who participated in a statewide quality rating system that links information about prekindergarten programs with children's school readiness
Reports & Papers
Why should pre-k be more like elementary school?: A case study of pre-k reform
A case study of reasons for stakeholders' attraction to the Texas Early Education Model (TEEM), a reform process that aligns their prekindergarten programs both horizontally across prekindergarten programs within districts and vertically with their K-12 education systems, and, after implementing the TEEM model, their views of the influence of their participation on their programs, based on data from 23 participants across 4 of the 5 districts that participated in TEEM
Reports & Papers
Reforming preschool to ready children for academic achievement: A case study of the impact of pre-k reform on the issue of school readiness
Research Findings: Policymakers preschool reforms that are to prepare young children for school success have sparked important conversations within the field of early childhood education over how these programs are to ready young children for school. This article presents findings from a case study that examined this issue of school readiness across a collection of pre-k programs. Doing so illustrates how preschool reforms can impact early childhood stakeholders' understanding of school readiness, what it is they do with their students in their programs, and why. Practice or Policy: These findings demonstrate how policymakers' pre-k reforms can tighten the link between preschool and elementary school in a way that prioritizes the goals of K-12 education systems. They also suggest that for those who want to expand the construct of school readiness they should do so in a way that addresses and recognizes the challenges pre-k stakeholders in local contexts face on a day-to-day basis. For policymakers, there appears to be an opportunity and willingness within the ECE community for preschool reform. They should take advantage of this willingness for change by considering policy solutions that value the complexity of the child and of the field of early education itself. (author abstract)
Reports & Papers
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
Reports & Papers
Higher education articulation agreements project: Deliverable 2: Analysis of articulation agreements in higher education early childhood programs in Texas
An examination of issues related to the coordination of early childhood education degree programs at two- and four-year colleges in Texas, based on 5 focus groups with key stakeholders and on survey responses from 94 early childhood teachers who had transferred from a two-year to four-year college in Texas
Reports & Papers
Teachers' emotional support consistency predicts children's achievement gains and social skills
A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms
Reports & Papers
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
Reports & Papers
How to teach to the child when the stakes are high: Examples of implementing developmentally appropriate and culturally relevant practices in prekindergarten
A case study examination of what early care and education teachers think preservice teachers need to know and be able to do to prepare culturally and linguistically diverse (CLD) children for a high-stakes education system, and ways they used developmentally appropriate and culturally relevant practices to prepare their CLD at risk children for school success, based on data from 3 early care and education teachers in Texas
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