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Bulotsky Shearer, Rebecca J.; Bichay-Awadalla, Krystal; Bailey, Jhonelle; Futterer, Jenna; Qi, Cathy Huaqing – Topics in Early Childhood Special Education, 2020
Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms).…
Descriptors: Teacher Student Relationship, Interaction, Behavior Problems, Student Behavior
Hudson, Kesha N.; Willoughby, Michael T. – RTI International, 2021
Recent findings from the Kids Activity and Learning Study complement North Carolina's multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the…
Descriptors: Psychomotor Skills, Motor Development, Cognitive Development, Skill Development
Goble, Priscilla; Pianta, Robert C. – Early Education and Development, 2017
Research Findings: This article examines whether time spent in free choice and teacher-directed activity settings within preschool was associated with indicators of school readiness and the extent to which children's learning was associated with the quality of teachers' behavior within these settings. Participants were 325 preschool teachers and…
Descriptors: Teaching Methods, School Readiness, Preschool Teachers, Preschool Children
Dore, Rebecca A.; Logan, Jessica; Lin, Tzu-Jung; Purtell, Kelly M.; Justice, Laura – Grantee Submission, 2020
Media use is a pervasive aspect of children's home experiences but is often not considered in studies of the home learning environment. Media use could be detrimental to children's language and literacy skills because it may displace other literacy-enhancing activities like shared reading and decrease the quantity and quality of caregiver-child…
Descriptors: Correlation, Language Acquisition, Literacy Education, Literacy
Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania D. – Journal of Educational Psychology, 2023
This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures…
Descriptors: Learning Disabilities, Students with Disabilities, English (Second Language), Spanish Speaking
McCormick, Meghan P.; Weissman, Amanda Ketner; Weiland, Christina; Hsueh, JoAnn; Sachs, Jason; Snow, Catherine – Developmental Psychology, 2020
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement--sometimes targeted to families with low levels of education--have small effects. This study aimed to inform supports for families by examining how different types of home-based learning…
Descriptors: Learning Activities, Family Environment, Parent Child Relationship, Parents as Teachers
Lederberg, Amy R.; Branum-Martin, Lee; Webb, Mi-young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R.; Connor, Carol MacDonald – Grantee Submission, 2019
Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who…
Descriptors: Reading Skills, Finger Spelling, Kindergarten, Grade 1
Chiang, Hanley; Walsh, Elias; Shanahan, Timothy; Gentile, Claudia; Maccarone, Alyssa; Waits, Tiffany; Carlson, Barbara; Rikoon, Samuel – National Center for Education Evaluation and Regional Assistance, 2017
Reading comprehension--the ability to understand the meaning of text--is a foundational ability that enables children to learn in school and throughout life. Children who struggle with reading comprehension in the third or fourth grade are at high risk for dropping out of school, with detrimental effects on their future employment, income, and…
Descriptors: Reading Comprehension, Language Acquisition, Preschool Education, Early Childhood Education
Peisner-Feinberg, Ellen S.; Garwood, Justin D.; Mokrova, Irina L. – FPG Child Development Institute, 2016
The purpose of the 2014-2015 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the characteristics and quality of the program and the outcomes for children during Pre-K, along with comparisons to previous years. NC Pre-K is a state-funded educational program for eligible 4-year-olds, designed to enhance their school…
Descriptors: Preschool Education, Program Effectiveness, Educational Quality, School Readiness
Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe – Journal of Cognition and Development, 2017
The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…
Descriptors: Socioeconomic Status, Cognitive Ability, Mathematics Achievement, Science Achievement
Hoffman, Jessica L.; Teale, William H.; Paciga, Kathleen A. – Journal of Early Childhood Literacy, 2014
There is widespread agreement with in the field of early childhood education that vocabulary is important to literacy achievement and that reading aloud can support vocabulary growth. However, there are unexplored and significant problems with the ways we assess young children's vocabulary learning from read-alouds. This paper critically reviews…
Descriptors: Early Childhood Education, Vocabulary Development, Language Acquisition, Reading Aloud to Others
Crawford, April D.; Zucker, Tricia A.; Williams, Jeffrey M.; Bhavsar, Vibhuti; Landry, Susan H. – School Psychology Quarterly, 2013
Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based…
Descriptors: Classroom Observation Techniques, Psychometrics, Faculty Development, Preschool Children
Niklas, Frank; Tayler, Collette; Cohrssen, Caroline – Research Papers in Education, 2018
Early language ability is a strong predictor of later language and reading outcomes. Whilst young children with home languages that differ from the dominant language spoken in their country of residence may lag behind their peers in literacy and academic achievement, effective supports for young dual-language users may be overlooked in mainstream…
Descriptors: Bilingual Students, Early Childhood Education, Bilingualism, Longitudinal Studies
Burchinal, Margaret; Howes, Carollee; Pianta, Robert; Bryant, Donna; Early, Diane; Clifford, Richard; Barbarin, Oscar – Applied Developmental Science, 2008
Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature…
Descriptors: School Readiness, Preschool Education, Kindergarten, Preschool Teachers
Johanson, Megan; Justice, Laura M.; Logan, Jessica – Grantee Submission, 2016
Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding,…
Descriptors: Language Acquisition, Reading Skills, Decoding (Reading), Intervention
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