NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036232
Record Type: Journal
Publication Date: 2014-Sep
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1082-3301
The Effects of a Comprehensive Early Literacy Project on Preschoolers' Language and Literacy Skills
Xu, Yaoying; Chin, Christopher; Reed, Evelyn; Hutchinson, Cynthia
Early Childhood Education Journal, v42 n5 p295-304 Sep 2014
The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers' oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children's receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A