Child Care and Early Education Research Connections
Skip to main content
Test of Preschool Early Literacy
Resource Type:
Instruments
Source:
Austin, TX: Pro-ed
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Closing the summer learning gap for vulnerable learners: An exploratory study of a summer literacy programme for kindergarten children at-risk for reading difficulties
Evaluation of Child Care Subsidy Strategies: Findings from Project Upgrade in Miami-Dade County
Implementation quality: Lessons learned in the context of the Head Start REDI trial
Impacts of New Mexico PreK on children's school readiness at kindergarten entry: Results from the second year of a growing initiative
Evaluation of Child Care Subsidy Strategies: Findings from an experimental test of three language/literacy interventions in child care centers in Miami-Dade County: Final report
Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
Continued impacts of New Mexico PreK on children's readiness for kindergarten: Results from the third year of implementation
Developing emergent literacy skills: The impact of alphabet instruction
The New Mexico PreK evaluation: Results from the initial four years of a new state preschool initiative: Final report
Promoting academic and social-emotional school readiness: The Head Start REDI program
Identifying preschool children at risk of later reading difficulties: Evaluation of two emergent literacy screening tools
The development of cognitive skills and gains in academic school readiness for children from low-income families
Preschool in the public school: A case study of a program implementation for at-risk four-year olds
Effects of an early literacy professional development intervention on Head Start teachers and children
Bright Futures Early Reading First: Year three summary evaluation report
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators
Final evaluation report: Lessons learned from the MELF community grants
Fostering alphabet knowledge development: A comparison of two instructional approaches
Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start
Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill
Saint Paul Early Childhood Scholarship Program evaluation: Final evaluation report: 2008-2011
The nonlinear relations of the approximate number system and mathematical language to early mathematics development
Early Learning Coalition of Duval report 2010-11
The Jacksonville Journey Early Learning Program: Evaluation report: Fall 2011
Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education
Early Learning Coalition of Duval report 2011-12
Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention
Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school
Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes
Emergent writing in preschoolers: Preliminary evidence for a theoretical framework
Testing for quality thresholds and features in early care and education
Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge
The impacts of a scalable intervention on the language and literacy development of rural pre-kindergartners
Links between preschoolers' literacy interest, inattention, and emergent literacy skills
Validation of the QRIS YoungStar rating scale: Report 2: Wisconsin Early Child Care Study findings on the validity of YoungStar rating for children's school readiness
Peer interaction in rural preschool classrooms: Contributions of children's learning-related behaviors, language and literacy skills, and problem behaviors
Low-income parents' socialization of their preschoolers' early reading and math skills
Profiles of kindergarten classroom and elementary school contexts: Associations with the first-grade outcomes of children transitioning from Head Start
The development of self-regulation across early childhood
Investigating profiles of lexical quality in preschool and their contribution to first grade reading
Using Recognition & Response (R&R) to improve children's language and literacy skills: Findings from two studies
Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students
Early writing deficits in preschoolers with oral language difficulties
Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report
Impact of supplemental tutoring configurations for preschoolers at risk for reading difficulties
Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten
The measurement of executive function at age 5: Psychometric properties and relationship to academic achievement
Marital satisfaction, family emotional expressiveness, home learning environments, and children's emergent literacy
Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts
The effectiveness of a phonics-based early intervention for deaf and hard of hearing preschool children and its possible impact on reading skills in elementary school: A case study
Enhancing children's learning in family childcare homes: 2011-12 annual report
Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed?
Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers' reading-related skills
Phonological awareness and print knowledge of preschool children with cochlear implants
Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development
Emergent literacy intervention for prekindergarteners at risk for reading failure: Years 2 and 3 of a multiyear study
An early, intensive parenting intervention to prevent child neglect: Five year mother-child outcomes
Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI
Thresholds in the association between child care quality and child outcomes in rural preschool children
Playful learning with technology: The effect of computer-assisted instruction on literacy and numeracy skills of preschoolers
ECE quality indicators and child outcomes: Analyses of six large child care studies
Effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition
Early intervention for emergent literacy development in a collaborative community pre-kindergarten
Learning to write letters: Examination of student and letter factors
Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development
Improving preschool education with curriculum enhancements and professional development: The Head Start REDI intervention model
Mathematics and language: Individual and group differences in mathematical language skills in young children
Efficacy of the Nemours BrightStart! early literacy program: Treatment outcomes from a randomized trial with at-risk prekindergartners
Using a touch-based, computer-assisted learning system to promote literacy and math skills for low-income preschoolers
The relation between inattentive and hyperactive/impulsive behaviors and early mathematics skills
Examining the effects of adapted peer tutoring on social and language skills of young English language learners
A comprehensive examination of preschool teachers' implementation fidelity when using a supplemental language and literacy curriculum
Are parents' ratings and satisfaction with preschools related to program features?
The importance of teachers' language and children's vocabulary to early academic skills
Executive function and learning behaviors: Associations with academic skills among preschoolers
Development of a Tier 3 curriculum to teach early literacy skills
Self-regulation and task engagement as predictors of emergent language and literacy skills
Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors
Do children learn letter writing from their names?: Examining the relations between Head Start children's writing skills and name-specific letter knowledge
Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents
Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers
Cognitive, linguistic and print-related predictors of preschool children's word spelling and name writing
Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality
Understanding risk for reading difficulties in children with language impairment
Relating preschool class size to classroom quality and student achievement
Quality rating and improvement systems: Secondary data analyses of psychometric properties of scale development
How much bias results if a quasi-experimental design combines local comparison groups, a pretest outcome measure and other covariates?: A within study comparison of preschool effects
Understanding how children's engagement and teachers' interactions combine to predict school readiness
Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity
Impacts of the New Mexico PreK initiative by children’s race/ethnicity
Measuring the quality of teacher-child interactions at scale: The implications of using local practitioners to conduct classroom observations
State prekindergarten effects on early learning at kindergarten entry: An analysis of eight state programs
Assessing learning behaviors in early childhood special education classrooms
Simplifying quality rating systems in early childhood education
Do parents know "high quality" preschool when they see it?
Early childhood professional development: Coaching and coursework effects on indicators of children's school readiness
Teachers' use of high- and low-support scaffolding strategies to differentiate language instruction in high-risk/economically disadvantaged settings
Does gender moderate the relations between externalizing behavior and key emergent literacy abilities?: Evidence from a longitudinal study
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Foundations of mathematics and literacy: The role of executive functioning components
Identifying Head Start children for higher tiers of language and literacy instruction
Thresholds in the association between quality of teacher-child interactions and preschool children's school readiness skills
Measuring the quality of teacher-child interactions at scale: Comparing research-based and state observation approaches
Professional development in emergent literacy: A design experiment of Teacher Study Groups
Effects of a Tier 3 phonological awareness intervention on preschoolers' emergent literacy
A head-to-toes approach to computerized testing of executive functioning in young children
The relative importance of English versus Spanish language skills for low-income Latino English language learners' early language and literacy development
Associations among parental education, home environment quality, effortful control, and preacademic knowledge
School-readiness profiles of children with language impairment: Linkages to home and classroom experiences
Visuomotor integration and inhibitory control compensate for each other in school readiness
Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development
Relations between preschool teachers' language and gains in low income English language learners' and English speakers' vocabulary, early literacy and math skills
R2LP's Early Reading First 3 program: A summary of teacher observation and child assessment data, 2010-2013
Development of first- and second-language vocabulary knowledge among language-minority children: Evidence from single language and conceptual scores
The relationship of teacher ratings of executive functions to emergent literacy in Head Start
Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality
Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families
Impacts of a comprehensive school readiness curriculum for preschool children at risk for educational difficulties
Exploring the use of a multiple-gating screening process to identify preschool-age children for multitiered instructional support
Direct numeracy activities and early math skills: Math language as a mediator
Development of early English language and literacy skills among Spanish-speaking children: Does preschool make a difference?
The effects of a comprehensive early literacy project on preschoolers' language and literacy skills
Factor structure and utility of the Behavior Rating Inventory of Executive Function--Preschool Version
Parent Aware: Minnesota's quality rating and improvement system: Initial validation report
Teacher-child interactions in free choice and teacher-directed activity settings: Prediction to school readiness
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Associations among preschool children's classroom literacy environment, interest and engagement in literacy activities, and early reading skills
Language-independent and language-specific aspects of early literacy: An evaluation of the common underlying proficiency model
Profiles of emergent writing skills among preschool children
Acelero Learning: Annual report
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
Exploring treatment impact heterogeneity across sites: Challenges and opportunities for early childhood researchers
Multitiered early literacy identification in 3-year-old children in Head Start settings
Early educators’ collective workplace stress as a predictor of professional development’s impacts on children’s development
Navigating remote delivery of assessments for Head Start children during the COVID-19 pandemic
Assessing school communities using Google Street View: A virtual systematic social observation approach
Effects of classroom practices and funding streams on early childhood learning outcomes
Teachers' and children's differing views on relationships and their associations with academic outcomes
An investigation of Head Start preschool children’s executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic
Preliminary results, criterion validity analysis expanding Individual Growth & Development Indicators of Language and Early Literacy for universal screening in multi-tiered systems of support with three-year-olds
Pushing the boundaries of education research: A multidimensional approach to characterizing preschool neighborhoods and their relations with child outcomes
Effects of emergent literacy interventions for preschoolers with autism spectrum disorder
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)
Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start?
Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers
An investigation of Head Start preschool children’s executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic
Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD
Patterns of preschool educators’ beliefs and practices over the course of a coaching intervention
Coaching teachers to improve students’ school readiness skills: Indirect effects of teacher–student interaction
Executive function, language dominance and literacy skills in Spanish-speaking language-minority children: A longitudinal study
Understanding how language of instruction impacts early literacy growth for Spanish-speaking children
The moderating role of two learning related behaviors in preschool children’s academic outcomes: Learning behaviour and executive function
Preschool classroom age composition and physical literacy environment: Influence on children’s emergent literacy outcomes
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery
Classroom age composition and preschoolers’ language and literacy gains: The role of classroom engagement
Profiles of teacher & child talk during early childhood classroom shared book reading
Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum
Navigating virtual delivery of assessments for Head Start children during the COVID-19 pandemic
-
You May Also Like
These resources share similarities with the current selection.
Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention Literature Review
Executive summary: Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention Executive Summary
Synthesis of scientific research on development of early literacy in young children Other
National Strategy for Early Literacy: Report and recommendations Other
Release: 'v1.40.0' | Built: 2023-11-07 08:40:06 EST