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Early Language and Literacy Classroom Observation Toolkit, Research Edition

- Related Resources

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

A framework for examining book reading in early childhood classrooms

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Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses

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An exploratory study of how children with disabilities' early literacy and language development is supported in their Head Start classrooms

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Toward a toolkit approach to describing classroom quality

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An evaluation of the effectiveness of the national Head Start Bureau early literacy mentor-coach initiative on teacher literacy practices and children's literacy learning outcomes

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The impact of HeadsUp! Reading on early educators' literacy practices and preschool children's literacy skills

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Professional enrichment for early childhood educators: Year one evaluation findings

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Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development

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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year

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Project Early K 2005-06 evaluation results: School component

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Quality in early childhood care and education settings: A compendium of measures

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Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007)

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Early Language and Literacy Classroom Observation Pre-K Tool

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Preschool teacher perceptions of assistive technology and professional development responses

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Child care subsidy and program quality revisited

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Impact of professional development on the literacy environments of preschool classrooms

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Project Early Kindergarten-Early Reading First: Evaluation report on the second year of a Saint Paul Public Schools initiative

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Project Early Kindergarten evaluation update: General overview of results through 2007-08 of a Saint Paul Public Schools initiative

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Increasing the literacy behaviors of preschool children through environmental modification and teacher mediation

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The impact of TV narratives on the early literacy skills of preschoolers

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Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)

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The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes

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Research evidence about program dosage and student achievement: Effective public prekindergarten programs in Maryland and Louisiana

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Differences in child care quality for children with and without disabilities

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Teacher mentoring and early literacy learning: A case study of a mentor-coach initiative

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The effects of outcomes-driven authentic assessment on classroom quality

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Examining the nature of literacy activity in public Montessori classrooms

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Relating preschool quality to children?s literacy development

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The impact of professional development and coaching on early language and literacy instructional practices

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Quality in early childhood care and education settings: A compendium of measures

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Early Language and Literacy Classroom Observation: Addendum for English Language Learners

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Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities

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Effects of an early literacy professional development intervention on Head Start teachers and children

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Boston Quality Inventory 2010: Community early care and education programs

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Preschool teachers' sense of community, instructional quality, and children's language and literacy gains

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Bright Futures Early Reading First: Year three summary evaluation report

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Early Education Emergent Leaders Program evaluation report

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Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment

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Early Language and Literacy Environment

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Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors

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Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial

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Head Start Teacher Effectiveness Consortium brief: Center on Mentoring for Effective Teaching (COMET): A university-community applied research collaborative in Appalachia: (Early Childhood Partnerships, University of Pittsburgh): Funded 2008 through 2012

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BPS K1DS: Piloting the Boston Public Schools' prekindergarten model in community-based organizations: Final report

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Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models

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Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development

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Nebraska Even Start Family Literacy Program: Evaluation report 2009-2010 program year

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Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten

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Unpacking an effective language and literacy coaching intervention in Head Start: Following teachers' learning over two years of training

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Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program

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Reducing the Matthew effect: Lessons from the ExCELL Head Start intervention

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PAVEd for Success: An evaluation of a comprehensive preliteracy program for four-year-old children

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Predicting child outcomes from preschool quality in Portugal

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Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf

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Results from the Quality Early Childhood Training Program

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Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, pre-kindergarten, and Early Reading First

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Improving early childhood caregiver quality and child outcomes through low-intensity classroom observation and individualized instructional feedback

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Examining teachers' language in Head Start classrooms from a Systemic Linguistics Approach

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Coaching and demonstration of evidence-based book-reading practices: Effects on Head Start teachers' literacy-related behaviors and classroom environment

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Classroom writing environments and children's early writing skills: An observational study in Head Start classrooms

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Profiles of quality: Supports for book interactions and early writing activities in prekindergarten classrooms

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Is dosage important?: Examining Head Start preschoolers' language and literacy learning after one versus two years of ExCELL

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- Related Studies

Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/26341

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