The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in…

This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education (EPPE) project, which followed a large sample of young children attending 141 pre-school centres drawn from…

This article summarizes and reflects on the findings related to pedagogy of two closely associated Department for Education and Skills (DfES) funded research projects: the "Effective Provision of Pre-school Education" (EPPE) and the "Researching Effective Pedagogy in the Early Years" (REPEY) projects. The EPPE research project was a five-year…

Investigates differences in literacy teaching and learning between classrooms following a literacy program and classrooms using standard practice. Reveals that in literacy program classrooms children devoted more time to reading, teachers used "direct teaching," and a greater amount of peer literacy learning occurred. Includes references and…

Examines whether children taught in literacy program classrooms make greater progress in reading during their first two years of formal schooling than children in classrooms not involved in the literacy program. Finds that children in the literacy program classrooms made more reading progress in both the Reception year and Year 1. (CMK)