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Produced by Research Connections
Peer Reviewed Journal
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topic:early-literacy;
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Emergent literacy skills of preschool students with autism: A comparison of teacher-led and computer-assisted instruction A comparison of traditional teacher led group instruction with alphabet books to multimedia computer-assisted instruction on gains in alphabetic skills acquisition and maintenance, student attentive behavior, and engagement in problem behavior, based on data from 17 preschool students with autism in a large urban school district in the Southwestern United States |
Reports & Papers
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Curriculum guidelines for early literacy: A comparison of New Zealand and England A comparison of literacy-related learning outcomes as well as both formative and summative assessment issues in New Zealand's Te Wha-riki and in England's Early Years Foundation Stage curricula |
Other
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Closing the gap: Optional Extended-Day Kindergarten An overview of the Optional Extended-Day Kindergarten program in Utah and its relationship to the early literacy skills of participants |
Fact Sheets & Briefs
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The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay A study of effects of an intensive shared book-reading intervention on the vocabulary development of preschool children at risk for vocabulary delay, based on data from 125 children stratified by classroom and randomly assigned to either the Words of Oral Reading and Language Development (WORLD) intervention or typical practice |
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Promoting at-risk preschool children's comprehension through research-based strategy instruction An account of improvements in reading strategies and vocabulary after participation in a 24 session 8-week research-based reading comprehension strategies intervention as well as a study of the fidelity of implementation of the intervention, based on data from 30 low socioeconomic status children and teacher journals in an urban Mid-Atlantic Title 1 full-day public prekindergarten program |
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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
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Children's opinions about learning to read A study of children's perceptions of their own literacy and of their own learning to read, based on interviews with 43 Finish children in Northern Finland |
Reports & Papers
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Project Upgrade in Miami-Dade County, Florida, 2003-2009 A two-year experiment, Project Upgrade tests the effectiveness of three different language and literacy interventions, Ready, Set, Leap! (RSL!), Breakthrough to Literacy (BTL) and Building Early Language and Literacy (BELL) implemented in child care centers in Miami-Dade County, Florida, that served children from low-income families. One hundred and sixty-two centers were randomly assigned to one of three research-based curricula or to a control group that continued with its existing program. The curricula, while grounded in a common set of research findings, differed in intensity, pedagogic strategies, and use of technology. In each center, one classroom that served four-year-old children was selected for the study. Teachers and aides assigned to the three treatment groups received initial and follow-up training as well as ongoing mentoring over a period of approximately 18 months, from Fall 2003 to Spring 2005. The study tested two kinds of outcomes: teacher behavior and interactions with children, and aspects of the classroom environment that support children?s language and literacy development, measured through direct observation; and children?s language and pre-literacy skills, measured by their performance on a standardized assessment. |
Data Sets
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Ready to Learn Providence is changing outcomes for children An examination of the school readiness outcomes of children who participated in Ready to Learn Providence, an initiative to improve early childhood education programs and service delivery in Providence, Rhode Island, through professional development training |
Fact Sheets & Briefs
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Evaluating the effectiveness of Tennessee's Voluntary Pre-K Program: Initial results An overview of findings from two randomized studies of the effect of prekindergarten participation on children's school readiness, based on data for more than 1,200 children from 23 schools in 14 Tennessee school districts during the 2009-2010 academic year |
Fact Sheets & Briefs
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Advancing the measurement of quality for early childhood programs that support early language and literacy development A review of assessment tools for the measurement of the quality of children's language and literacy development in center-based and family child care settings |
Other
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An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South |
Reports & Papers
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Multi-state studies of transition during the early childhood years for young children with disabilities and their families A description of the sample recruitment, instrumentation, data collection procedures, and data analysis for 5 studies of the factors that influence transition during the early childhood years for children with disabilities |
Other
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Defining and measuring quality in early childhood practices that promote dual language learners' development and learning A discussion of elements of high quality early childhood education and care programs for dual language learners (DLLs), and an exploration of available quality measurement tools for the assessment of programs and practices to promote learning of DLLs |
Other
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Language and literacy development in dual language learners: Annotated bibliographies from a critical review of the research An annotated bibliography of peer-reviewed studies published from 2000 through 2010 on the language and literacy development of dual language learners from birth through age 5 |
Fact Sheets & Briefs
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The great balancing act: Optimizing core curricula through playful pedagogy An argument for play-based learning in preschool environments |
Other
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Bachelor's degrees are necessary but not sufficient: Preparing teachers to teach young children A commentary on the changing skill requirements and ideal educational levels of early childhood teachers |
Other
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Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child- and classroom-level influences A study of the relationships among children's overactive and underactive problem behavior at year start, accumulation of those behaviors, shared peer behavioral environment, cognitive skills, social engagement, and coordinated movement at the end the year, based on data from a cohort of 3,861 low-income children enrolled in 229 urban Head Start classrooms |
Reports & Papers
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Initial results of the evaluation of the Tennessee Voluntary Pre-K Program Findings from a random assignment study of and a regression discontinuity design study of the impact of participation in the Tennessee Voluntary Pre-K Program on children's literacy, language, and math skills |
Reports & Papers
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Head Start mentor teachers impact child outcomes in Protege teachers' classrooms A summary of an evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South |
Other
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Language and literacy development in dual language learners: A critical review of the research A review of research on the language and literacy development of dual language learners from birth through age 5, based on an examination of 139 peer-reviewed studies published from 2000 through 2010 |
Fact Sheets & Briefs
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How well do our measures of quality predict child outcomes?: A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings An examination of the accuracy of quality assessments in the prediction of child outcomes, based on secondary analyses of 25 studies on the relation of child care environment to children's outcomes |
Reports & Papers
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Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children A study of the effects of a battery of both individual and small-group tasks on the memory, interference control, and cognitive flexibility measures of a representative sample of 144 Swiss preschoolers and kindergarteners |
Reports & Papers
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Early care and education quality measures: A critical review of the research related to dual language learners A review of research on the use of quality measures in center- and home-based early care and education settings for children from birth through age 5, with a focus on dual language learners, based on an examination of 9 peer-reviewed studies published from 2000 through 2010 |
Fact Sheets & Briefs
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Measuring culturally responsive early care and education A proposal of a framework for the service delivery and quality assessment of cultural responsiveness in early childhood education and care settings, including recommendations for the improvement of measurement strategies and a discussion of the role of cultural responsive care in children's school readiness |
Reports & Papers
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