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ERIC Number: EJ1022113
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0256-8543
Early Language and Literacy Achievement of Early Reading First Students in Kindergarten and 1st Grade in the United States
Bingham, Gary E.; Patton-Terry, Nicole
Journal of Research in Childhood Education, v27 n4 p440-453 2013
Early literacy intervention programs are predicated on the understanding that children's early literacy performance in preschool is one of the most important early predictors of subsequent school success. As the largest U.S.-funded early literacy intervention program, Early Reading First (ERF) sought to advance the language and literacy outcomes of economically disadvantaged preschool children by improving the quality of language and literacy instruction these children received. To date, however, little research exists on the longitudinal outcomes of children who participated in ERF programs. This study examined the long-term language and literacy developmental trajectories of 75, primarily African American, children who participated in an ERF program as prekindergartners. Results reveal that children in kindergarten and 1st grade were performing at average levels on standardized reading measures. In addition, children significantly improved their oral language skills in prekindergarten, and these effects were maintained through kindergarten and 1st grade.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Preschool Education; Elementary Education; Kindergarten; Grade 1; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A