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A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps
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Vatalaro, Angela; Culp, Anne McDonald; Hahs-Vaughn, Debbie L.; Barnes, Amanda C. – Early Childhood Education Journal, 2018
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which…
Descriptors: Quasiexperimental Design, Telecommunications, Handheld Devices, Educational Technology
The Efficacy of Supplemental Early Literacy Instruction by Community-Based Tutors for Preschoolers Enrolled in Head Start
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Nelson, J. Ron; Sanders, Elizabeth; Gonzalez, Jorge E. – Society for Research on Educational Effectiveness, 2010
Broadly, the current study contributes to the growing body of evidence supporting the positive effects of PA (phonological awareness) interventions for preschoolers, demonstrating that PA instruction need not be postponed until kindergarten. Specifically, the current study addresses the paucity of research on PA training in preschool by testing…
Descriptors: Intervention, Reading Research, Early Reading, Disadvantaged Youth
Teacher and Classroom Characteristics Associated with Teachers' Ratings of Prekindergartners' Relationships and Behaviors
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Mashburn, Andrew J.; Hamre, Bridget K.; Downer, Jason T.; Pianta, Robert C. – Journal of Psychoeducational Assessment, 2006
Teachers' ratings of children's competencies may in part reflect characteristics and perspectives of teachers who assigned the ratings, which compromises their validity as a measure of child attributes. The purposes of this study were to use multilevel modeling to (a) estimate between-rater variance in teachers' ratings of children's social…
Descriptors: Self Efficacy, Teacher Attitudes, Teacher Characteristics, Classroom Environment