National Center for Education Research
Early Learning Programs and Policies
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- Increasing the Efficacy of An Early Mathematics Curriculum with Scaffolding Designed to Promote Self-Regulation
- Using Educational Television to Enhance Young Childrens Language and Vocabulary Skills
- Test of Emergent Writing Skills
- The World of Words: An Embedded Multimedia Vocabulary Intervention for Economically Disadvantaged Pre-K Children
- Specific Aspects of Quality that Support Children’s School Readiness in Community-Based and School-Based Early Childhood Programs
- Learning-Related Cognitive Self-Regulation School Readiness Measures for Preschool Children: Optimizing Predictive Validity for Achievement
- Assessing the Efficacy of a Comprehensive Intervention in Physical Science on Head Start Teachers and Children
- Development of a Comprehensive Assessment System for Spanish-Speaking English Language Learners Early Literacy Skills
- Preparing to Succeed: An Efficacy Trial of Two Early Childhood Curricula
- Improving School Readiness of High Risk Preschoolers: Combining High Quality Instructional Strategies with Responsive Training for Teachers and Parents
- Preschool Program Impacts on School Readiness; Variation by Prior Child Language and Attention Skills, and the Quality of Infant/Toddler Care
- Lens on Science: Development and Validation of a Computer-Administered, Adaptive, IRT-Based Science Assessment for Preschool Children
- Experimental Validation of the Tools of the Mind Prekindergarten Curriculum
Early Learning Programs and Policies2008R305A080188Closing the SES Related Gap in Young Children’s Mathematical Knowledge University of California, Berkeley Starkey, Prentice
R305A080200Increasing the Efficacy of An Early Mathematics Curriculum with Scaffolding Designed to Promote Self-Regulation State University of New York, Buffalo Clements, Douglas Julia Sarama Publications: R305A080459Efficacy of Read It Again! In Rural Preschool Settings Ohio State University Justice, Laura
Pentimonti, J.M. and Justice, L.M. (2010). Teachers’ Use of Scaffolding Strategies During Read-Alouds in the Preschool Classroom. Early Childhood Education Journal, 37: 241–248. Turnbull, K., Bowles, R.P., Skibbe, L.E., Justice, L.M., and Wiggins, A.K. (2010). Theoretical Explanations For Preschoolers' Lowercase Alphabet Knowledge. Journal Of Speech, Language, and Hearing Research, 53(6): 1757-1768. R305A080476Using Educational Television to Enhance Young Children's Language and Vocabulary Skills Florida State University Phillips, Beth Publications: Phillips, B.M., Piasta, S.B., Anthony, J.L., Lonigan, C.J., and Francis, D.J. (2012). IRTs Of The ABCs: Children's Letter Name Acquisition. Journal Of School Psychology, 50(4): 461-481. R305A080488Test of Emergent Writing Skills Florida State University Puranik, Cynthia
Puranik, C.S., and Al Otaiba, S. (2012). Examining The Contribution Of Handwriting and Spelling To Written Expression In Kindergarten Children. Reading and Writing, 25(7): 1523-1546. Puranik, C.S. and Apel, K. (2010). Effect of Assessment Task and Letter Writing Ability on Preschool Children's Spelling Performance. Assessment for Effective Instruction (Special Issue on Spelling), 36(1): 46-56. Puranik, C.S., and Lonigan, C.J. (2011). From Scribbles To Scrabble: Preschool Children’s Developing Knowledge Of Written Language. Reading and Writing, 24(5): 567-589. Puranik, C.S. and Lonigan, C., (2012). Early Writing Deficits in Preschoolers with Oral Language Difficulties. Journal of Learning Disabilities, 45(2): 179-190. Puranik, C.S. and Lonigan, C., (2012). Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills. Early Childhood Research Quarterly, 27, 284-294. Puranik, C.S., Lonigan, C.J., and Kim, Y. (2011). Contributions Of Emergent Literacy Skills To Name Writing, Letter Writing, and Spelling In Preschool Children. Early Childhood Research Quarterly, 26(4): 465-474. Puranik, C.S., Wagner, R., Kim, Y., and Lopez, D. (2012). Assessing Elementary Students’ Transcription and Text Generation during Written Translation: A Multivariate Approach. In M. Fayol, D. Alamargot, and V. Berninger (Eds.), Translation of Thought to Written Text while Composing: Advancing Theory, Knowledge, Methods, and Applications. Puranik, C.S., Wagner, R.K., Kim, Y., and Lopez, D. (2012). Multivariate Assessment Of Processes In Elementary Students' Written Translation. In M. Fayol, D. Alamargot, V. W. Berninger (Eds.), Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods, Tools, and Applications (pp. 249-274). New York, NY US: Psychology Press. 2009R305A090013The World of Words: An Embedded Multimedia Vocabulary Intervention for Economically Disadvantaged Pre-K Children University of Michigan Neuman, Susan
Marulis, L. and Neuman, S.B. (2013). How Vocabulary Affects At-Risk Children: A Meta-analytic Review. Journal Of Research On Educational Effectiveness, 6: 223-262. Neuman, S.B. (In Press). The Effects Of An Embedded Multimedia Curriculum For Low-Income Preschoolers. In O. Korat and A. Shamir, Technology and Education. NY: Springer. Neuman, S.B. and Gambrell, L. (Eds). (2013). Quality Reading Instruction In The Age Of Common Core Standards. Newark, DE: International Reading Association. Neuman, S.B. and Kaefer (2013). Enhancing the Intensity of Vocabulary Instruction for Preschoolers at Risk: The Effect Of Group Size On Low-Income Children’s Vocabulary and Conceptual Knowledge. The Elementary School Journal, 113(4): 589-608. Neuman, S.B. and Wright, T. (2013). All About Words: Vocabulary Instruction In The Age Of Common Core Standards. NY: Teachers College Press. Neuman, S.B. and Wright, T. (In Press). The Case For Vocabulary Instruction. In A. Stone Et Al.,. Handbook Of Language and Literacy. NY: Guilford Press. Neuman, S.B., Kaefer, T., and Pinkham, A. (In Press). Building Word and World Knowledge In The Early Years. In K. Hall, T. Cremin, B. Comber, and L. Moll, International Handbook Of Research In Children’s Literacy, Learning and Culture. Boston: Wiley Blackwell. Wright, T. and Neuman, S.B. (2013). Vocabulary Instruction in Commonly Used Kindergarten Core Reading Curricula, The Elementary School Journal. 113(3): 386-408. R305A090065Specific Aspects of Quality that Support Children’s School Readiness in Community-Based and School-Based Early Childhood Programs University of Illinois at Chicago Gordon, Rachel Robert Kaestner and Everett Smith Publications: Colwell, N., Gordon, R.A., Fujimoto, K., Kaestner, R., and Korenman, S. (2013). New Evidence On The Validity Of The Arnett Caregiver Interaction Scale: Results From The Early Childhood Longitudinal Study-Birth Cohort. Early Childhood Research Quarterly, 28(2): 218-233. Gordon, R.A., Fujimoto, K., Kaestner, R., Korenman, S., and Abner, K. (2012). An Assessment of the Validity of the ECERS–R With Implications for Measures of Child Care Quality and Relations to Child Development. Developmental Psychology, 49(1): 146-160. R305A090079Learning-Related Cognitive Self-Regulation School Readiness Measures for Preschool Children: Optimizing Predictive Validity for Achievement Vanderbilt University Lipsey, Mark W. Dale Farran, Sandra Wilson, and Carol Bilbrey Publications: R305A090114Assessing the Efficacy of a Comprehensive Intervention in Physical Science on Head Start Teachers and Children Education Development Center, Inc. Clark-Chiarelli, Nancy Jess Gropen Related IES Projects: Assessing the Potential Impact of a Professional Development Program in Science on Head Start Teachers and Children (R305M050060) Publications: Gropen, J., Clark-Chiarelli, N., Hoisington, C., and Ehrlich, S.B. (2011). The Importance of Executive Function in Early Science Education. Child Development Perspectives, 5(4): 298-304. R305A090169Development of a Comprehensive Assessment System for Spanish-Speaking English Language Learner's Early Literacy Skills Florida State University Lonigan, Christopher Christopher Schatschneider Publications: R305A090183Teacher Quality: The Role of Teacher Study Groups as a Model of Professional Development in Early Literacy for Preschool Teachers University of California, Berkeley Cunningham, Anne Publications: R305A090209Preparing to Succeed: An Efficacy Trial of Two Early Childhood Curricula President and Fellows of Harvard College, Graduate School of Education Yoshikawa, Hirokazu Nonie Lesaux, Richard Murnane, John Willett, and Christina Weiland Publications: Weiland, C., Ulvestad, K., Sachs, J. and Yoshikawa, H. (In press). Associations Between Classroom Quality and Children’s Vocabulary and Executive Function Skills In An Urban Public Prekindergarten Program. Early Childhood Research Quarterly. Weiland, C., Wolfe, C., Hurwitz, M., Yoshikawa, H., Clements, D., and Sarama, J. (2012). Early Mathematics Assessment: Validation Of A Preschool Mathematics Screening Tool. Journal of Educational Psychology, 32(3): 311-333. Weiland, C. and Yoshikawa, H. (In press). The Impacts Of An Urban Public Prekindergarten Program On Children’s Mathematics, Language, Literacy, Executive Function, and Emotional Skills: Evidence From Boston. Child Development.
R305A090212Improving School Readiness of High Risk Preschoolers: Combining High Quality Instructional Strategies with Responsive Training for Teachers and Parents University of Texas Health Science Center at Houston Landry, Susan H. Cathy Guttentag, Paul Swank, and Heather Taylor Publications: R305A090467Preschool Program Impacts on School Readiness; Variation by Prior Child Language and Attention Skills, and the Quality of Infant/Toddler Care University of California, Irvine Farkas, George Margaret Burchinal and Greg Duncan Publications: Duncan, G.J. and Sojourner, A.J. (Accepted). Can Intensive Early Childhood Intervention Programs Eliminate Income-Based Cognitive and Achievement Gaps? Journal of Human Resources. Keys, T.D., Farkas, G., Burchinal, M.R., Duncan, G.J., Vandell, D.L., Li, W., and ... Howes, C. (2013). Preschool Center Quality and School Readiness: Quality Effects and Variation By Demographic and Child Characteristics. Child Development, 84(4): 1171-1190. Li, W., Farkas, G., Duncan,G.J.,Burchinal, M.R., Vandell, D.L. (Accepted). The Timing of High Quality Child Care and Children’s Cognitive and Academic Development. Developmental Psychology. R305A090502Lens on Science: Development and Validation of a Computer-Administered, Adaptive, IRT-Based Science Assessment for Preschool Children University of Miami Greenfield, Daryl Randall Penfield Related IES Projects: Early Childhood Hands-On Science Curriculum Development and Demonstration (R305K060036), ECHOS: Early Childhood Hands on Science (R305A100275), and Enfoque en Ciencia:Extending the Cultural and Linguistic Validity of a Computer Adaptive Assessment of Science Readiness for Use with Young Latino Children (R305A130612) Publications: R305A090533Experimental Validation of the Tools of the Mind Prekindergarten Curriculum Vanderbilt University Farran, Dale Mark Lipsey Publications: Fuhs, M., Farran, D. C., and Nesbitt, K. (2013). Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development. School Psychology Quarterly, doi:10.1037/spq0000031 Download 2.01 Mb. Share with your friends:
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