ERIC Number: EJ1132331
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 81
Is Dosage Important? Examining Head Start Preschoolers' Language and Literacy Learning after One versus Two Years of "ExCELL"
Hindman, Annemarie H.; Wasik, Barbara A.
Early Child Development and Care, v187 n3-4 p342-357 2017
The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who entered "ExCELL" in pre-kindergarten, as well as whether any differences remained at the end of the pre-kindergarten year. A total of 159 Head Start preschoolers participated, including 88 four-year-olds who had 1 year of "ExCELL" and 71 four-year-olds who had participated in "ExCELL" for 2 years. All children were assessed on language and literacy measures assessing vocabulary, alphabet knowledge, and phonemic awareness. Results showed that children who experienced "ExCELL" at age 3 had stronger vocabulary, sound awareness, and alphabet skills at the start of the pre-kindergarten year than peers who were new to the programme. However, there were few differences between these groups in their learning over time, and they concluded the pre-kindergarten year on equal footing. Thus, two years (at ages 3 and 4) of participation in the "ExCELL" intervention was not associated with better early-reading-related outcomes than one, pre-kindergarten year (at age 4) alone.
Descriptors: Preschool Children, Emergent Literacy, Language Acquisition, Coaching (Performance), Kindergarten, Control Groups, Experimental Groups, Phonemic Awareness, Vocabulary Skills, Alphabets, Sustainability, Intermode Differences, Achievement Gains, Early Intervention, Classroom Environment, Program Effectiveness, Verbal Ability, Intelligence Tests, Vocabulary, Children, Classroom Observation Techniques, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children; Oral and Written Language Scales
Grant or Contract Numbers: S359B060081