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Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts

Resource Type: Reports & Papers
Author(s): Bierman, Karen L.; Nix, Robert L.; Heinrichs, Brenda S.; Domitrovich, Celene E.; Gest, Scott D.; Welsh, Janet A.; Gill, Sukhdeep;
Date Issued: January/February 2014
Description: One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Child Development
Volume Number: 85
Issue Number: 1
Page Range: 140-159
Topics: Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
States: PENNSYLVANIA
ISSN: 0009-3920 Paper
1467-8624 Online
Peer Reviewed: yes
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