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Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania D.; Asencio Pimentel, Monica Fiorella – Exceptional Children, 2020
This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children (N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings…
Descriptors: Incidence, At Risk Students, Learning Disabilities, Reading Skills
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Ramírez, Rica; López, Lisa M.; Ferron, John – Early Childhood Education Journal, 2019
The increasing diversity in classrooms throughout the U.S. calls for teachers who are culturally competent and have quality professional development in working with dual language learners (DLLs) in order to ensure children from diverse groups are receiving equitable and high-quality education. This study focuses on teacher characteristics that…
Descriptors: Student Diversity, Bilingual Students, Hispanic American Students, Early Intervention
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Pelletier, Janette; Fesseha, Ellen – Exceptionality Education International, 2019
Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second…
Descriptors: Kindergarten, School Schedules, Program Effectiveness, At Risk Students
Peisner-Feinberg, Ellen; Zadrozny, Sabrina; Kuhn, Laura; Van Manen, Karen – FPG Child Development Institute, 2019
The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. The major issue addressed by this type of study is around the benefits of offering children access to enrollment in NC Pre-K. An RCT is considered the…
Descriptors: Preschool Education, State Programs, Preschool Children, Program Effectiveness
Peisner-Feinberg, Ellen; Zadrozny, Sabrina; Kuhn, Laura; Van Manen, Karen – FPG Child Development Institute, 2019
The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. Because children are randomly assigned to either receive NC Pre-K (treatment) or not (control) in an RCT, differences in outcomes can be causally attributed to…
Descriptors: Preschool Education, State Programs, Preschool Children, Program Effectiveness
Nebraska Department of Education, 2018
The Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards (hereafter referred to as the Guidelines) is a resource to provide information about young children's learning and development. The Guidelines are intended to assist adults in planning and providing meaningful learning experiences and environments for…
Descriptors: Early Childhood Education, Young Children, Child Development, Developmentally Appropriate Practices
Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed. – Springer, 2016
The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…
Descriptors: Response to Intervention, Student Evaluation, Reading Skills, Writing Skills
García, Emma; Weiss, Elaine – Economic Policy Institute, 2015
Understanding disparities in school readiness among America's children when they begin kindergarten is critically important, now more than ever. In today's 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This…
Descriptors: Kindergarten, Equal Education, Early Childhood Education, Social Influences
Garcia, Emma – Economic Policy Institute, 2015
Inequalities in education outcomes such as test scores or degree attainment have been at the center of education policy debates for decades. Indeed, the first seminal national report on the state of U.S. education--the 1966 Coleman Report--examined some of these inequalities 50 years ago. Since then, researchers have examined performance gaps by…
Descriptors: Kindergarten, Equal Education, Early Childhood Education, Social Influences