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Produced by Research Connections
Peer Reviewed Journal
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topic:early-literacy;
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Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment An experimental study of the impact of the Teaching Early Literacy and Language (TELL) preschool curriculum for children with developmental speech and/or language impairment (DSLI) on children's language, vocabulary, phonological awareness, alphabet knowledge, writing, and print concepts, based on data from 118 children with DLSI and their 29 preschool teachers |
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An observational study of print literacy in Canadian preschool classrooms A study of teachers' beliefs and practices related to print literacy in Canadian preschool classrooms, based on interviews with 7 teachers, classroom observations, and classroom artifacts |
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Literacy promotion for families participating in the Women, Infants, and Children program An investigation into the effect of a bilingual early literacy intervention on both academic measures of children's school readiness and the children's home literacy environments, based on information from 102 families who received four years of the intervention, 103 families who received 2 years of the intervention, and 200 families in a control group from Los Angeles County, California |
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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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Effective instruction for maximizing kindergarteners' reading achievement An overview of an inquiry into optimal instruction methods to promote students' acquisition of early literacy skills in kindergarten |
Fact Sheets & Briefs
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Learning to read: A guide to federal funding for grade-level reading proficiency A guide to sources of federal funding to support investments in early literacy programs and infrastructure |
Other
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Findings from Ready to Learn: 2005-2010 [Executive summary] A review of research and evaluation studies of media and television programming funded through Ready to Learn, an initiative to promote early literacy through educational television |
Executive Summary
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Effects of the North Carolina More at Four pre-kindergarten program on children's school readiness skills: Summary of key findings A summary of a study of the effects of participation in North Carolina More at Four prekindergarten program on children's early literacy and maths skills at kindergarten entry |
Fact Sheets & Briefs
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Early childhood literacy coaches' role perceptions and recommendations for change An examination of early childhood literacy coaches' perceptions of their instructional priorities, roles, and their suggestions for the improvement of their roles for program enhancement, based on data from 20 coaches after 4 years of early literacy coaching experience |
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Reading-related skills in earlier- and later-schooled children A comparison of the cognitive skills at school entry of children beginning reading instruction at either age 4 or age 7, based on data collected from a matched sample of 93 English children |
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Ready to Learn Providence is changing outcomes for children A comparison of the early literacy outcomes of children who did and did not attend early childhood education programs in an initiative in Providence, Rhode Island, to improve program quality through professional development training, based on secondary analyses of administrative kindergarten assessment data |
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Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education A documentation of the implementation of a standardized early childhood education early literacy teaching practices course and an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
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Literacy practice: Using data to drive program design during summer and into the school year An examination of the role that connections between schools and out-of-school time programs can play in supporting early literacy development in Rhode Island, based on findings from educational stakeholder focus groups and a summer learning demonstration program |
Fact Sheets & Briefs
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What works for early language and literacy development: Lessons from experimental evaluations of programs and intervention strategies A synthesis of findings on the impact of early language and literacy interventions on children's language and literacy outcomes, based on a review of 15 studies that utilized random assignment in their experimental evaluations |
Fact Sheets & Briefs
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Developing a provincial early childhood learning strategy: Literature review A review of research on the relationship of early childhoood learning opportunities to child development |
Literature Review
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Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks |
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Partners in Family Child Care 2008-2011 summary report [Executive summary] A summary of a study of implementation activities, services, family engagement, provider readiness to change, program quality, and child developmental outcomes in Partners in Family Child Care, a 10-month home visiting program in Rochester, New York, to increase the quality of family child care and improve child early literacy and socioemotional outcomes, based on provider and home visitor surveys, provider observations, and child assessments |
Executive Summary
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Partners in Family Child Care 2008-2011 summary report A study of implementation activities, services, family engagement, provider readiness to change, program quality, and child developmental outcomes in Partners in Family Child Care, a 10-month home visiting program in Rochester, New York, to increase the quality of family child care and improve child early literacy and socioemotional outcomes, based on provider and home visitor surveys, provider observations, and child assessments |
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Interactive read alouds: Teachers and students constructing knowledge and literacy together An ethnographic study of whole class interactive read alouds to facilitate interaction in the classroom, based on audio transcriptions, student journals, and interviews with African American students and their teacher over the course one school year in an urban public kindergarten classroom in the Northeast |
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Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement A study the relationships among both kindergarten word-reading and phonological awareness and behavioral engagement, off-task behavior and instructional time in four instructional contexts: teacher or child-managed children's attention, or content or meaning focused instruction, based on data from 170 kindergarteners in 36 classrooms |
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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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From scribbles to scrabble: Preschool children's developing knowledge of written language An examination of the development of written language across different writing tasks and an investigation of the development and knowledge of writing features in preschool children, based on data from 372 children 3- through 5-years-old from private and public preschool classes and private child care centers in Florida |
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An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills A study of the relationship between participation in Early Reading First (ERF) preschool enrichment program and the acquisition of literacy-related cognitive skills and a second study of the variance of those skills by children's characteristics, teacher characteristics, and classroom contexts, based on data from 249 children in preschool classrooms in two public schools in the southwest |
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Closing the summer learning gap for vulnerable learners: An exploratory study of a summer literacy programme for kindergarten children at-risk for reading difficulties A study of reading achievement prior to and after participation in a 5-week summer family literacy program for 14 four-year-old children at the end of their prekindergarten year in Ontario, Canada |
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Play and learning in early care and education settings: A Key Topic Resource List A compilation of selected Research Connections resources focused on play and its role in aspects of children's early development and learning |
Bibliographies
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