DIBELS Next
Instruments
The impact of technical coaching in emergent literacy and language curriculum on a teacher, staff members, English language learners, and Hispanic family literacy practices at a dual session Head Start
A study of changes in literacy and cognitive development of Hispanic children as well as changes in both family literacy practices in the homes of English language learners and classroom literacy practices at a Head Start center, as measured before and after the implementation of a coaching intervention provided to 3 staff
Reports & Papers
Development and readability of the Center for Early Literacy Learning parent practice guides
Findings from a study of the readability of parent guides to practices to promote the early literacy development of young children
Fact Sheets & Briefs
The impact of a caregiver workshop regarding storybook reading on pre-kindergarten children’s readiness for reading
A study of the effect of a storybook reading strategies workshop that also provides storybooks to caregivers on pre-kindergarten students’ emergent literacy development with 12 students in the experimental group and 10 in the control from two Head Start centers in Florida
Reports & Papers
Further evidence for the social validity of the Center for Early Literacy Learning practice guides
Findings from a study of parent and practitioner attitudes toward practices contained in guides to promote the early literacy development of young children
Fact Sheets & Briefs
Readability of the Center for Early Literacy Learning practice guides with adaptations
Findings from a study of the readability of parent guides to practices to promote the early literacy development of young children that include adaptations for use with children with disabilities
Fact Sheets & Briefs
Technical assistance providers' evaluation of the Center for Early Literacy Learning practice guides
Findings from a study of early intervention and preschool special education technical assistance provider attitudes toward practices contained in parent guides to promote the early literacy development of young children
Fact Sheets & Briefs
An investigation of early literacy outcomes by socio-economic status and race/ethnicity
A study of the relationships between early literacy outcomes of children and socioeconomic status and race-ethnicity, as well as child, home, and early care and education factors, based on full sample data of 4-year-olds from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children in the United States
Reports & Papers
Special issue: The National Early Literacy Panel Report: Summary, commentary, and reflections on policies and practices to improve children's early literacy
A special issue of the journal Educational Researcher, focusing on the issues brought to light by the National Early Literacy Panel Report
Other
Early language and literacy development
A presentation of policy recommendations for the instatement of early childhood policies to promote children's language and literacy development
Fact Sheets & Briefs
Assessing and creating effective preschool literacy classroom environments
A discussion of approaches both to develop and to assess early literacy preschool classroom environments and advice to ensure that the physical surroundings exert a positive influence on literacy learning
Other
Understanding school readiness abilities of bilingual Latino Head Start children and the differences among Latin American regions
A study of differences in oral language, cognitive, and early literacy/numeracy abilities in both English and Spanish in groups of bilingual Latino Head Start children from different Latin American regions, based on data collected from 202 study participants in five counties in Florida, at 29 Head Start sites
Reports & Papers
'At a school like this': Implementing policy in a kindergarten reading program
A case study of the influence of early literacy policy on the practice of a teacher over the period of one year
Reports & Papers
Kindergarten reading readiness: Effects of full day prekindergarten attendance
A study of the relationship between reading performance of kindergarten students and full day public prekindergarten attendance and a related study of kindergarten staff perceptions of reading readiness, based on data from 250 kindergarteners and interviews with professional staff in a rural school district
Reports & Papers
Alphabet and phonological awareness: Can it be enhanced in the early childhood setting?
A proposal to use professional development to increase teachers' understandings of both the alphabet principle and phonological awareness and to implement them both within a holistic curriculum and within the context of children’s play, based on literacy research conducted in New Zealand
Other
The proper name as starting point for basic reading skills
A study of the relationship between children's name writing ability and phonemic sensitivity to the first letters of their names, based on data from 60 Dutch-speaking 4- and 5-year-olds in 11 kindergarten classrooms in eight different schools in the Netherlands
Reports & Papers
Early Reading First graduates go to kindergarten: Are achievement gains enduring?
A comparison of early literacy and social skills achievement gains of 97 Early Reading First Head Start graduates and 97 comparison children in the spring of their kindergarten year from the Family and Child Experiences Survey (FACES) 2003 cohort
Reports & Papers
Enhancing teaching practices to improve language and literacy skills for Latino dual-language learners
A summary of a randomized, controlled study on the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish for 55 teachers and 193 Latino dual language learners enrolled in the North Carolina More at Four Pre-Kindergarten Program
Fact Sheets & Briefs
Case study of a successful rural Early Reading First implementation
A case study of the implementation of an Early Reading Frist program in rural Twiggs County
Reports & Papers
Fostering alphabet knowledge development: A comparison of two instructional approaches
An examination of the effect of letter instruction on children’s learning of the alphabet, based on a sample of 58 3- and 4-year olds from 4 private child care settings in a mid-sized southeastern city randomly assigned to receive letter name and sound instruction (LNLS), letter sound instruction (LS), or number instruction
Reports & Papers
Kid Writing versus traditional writing instruction: Impact on the literacy development and perceptions of writing of kindergarten students
An experimental study of the effect of the Kid Writing instruction method, a daily journal writing program, on literacy development and perception of writing among kindergarten students, based on an analysis of literacy assessment scores, writing samples, and student interviews from a class of 22 program participants and a comparison class of 21 students taught using a traditional form of writing instruction
Reports & Papers
Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha Schools Community Based Early Childhood Education program
A comparison of both the receptive language and language development of students in an early education classroom who stayed with the same teacher for 2 years and students with two different teachers for each of the 2 years and a study of the influence of years of teacher education and experience, based on data from a convenience sample of 104 3-year-olds at two sites
Reports & Papers
Improving the quality of preschool read-alouds: Professional development and coaching that targets book-reading practices
A discussion of interactive read-alouds, a review of select findings, and an outline of practical approaches to plan and deliver multiple daily read-alouds in preschool classrooms
Other
How the instructional reading and writing program in kindergarten contributes to the reading and writing achievement of students in grade 1: A single-case study
A case study of perceptions of kindergarten and first grade teachers of the relationship between instructional reading and writing programs in kindergarten and the reading and writing achievement of students in first grade, based on interviews with 4 kindergarten teachers, 3 first grade teachers, and 1 academic support teacher, as well as observations and field notes of the author at an urban elementary school in Indiana
Reports & Papers
Phonemic awareness instruction in preschool: Research implications and lessons learned from Early Reading First
A discussion of the role of phonemic awareness instruction in a preschool
context that includes a definition of terms, a select summary of studies,
and an outline of research based instructional approaches that have been implemented in classrooms
Other
