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Clinical Evaluation of Language Fundamentals Preschool (2nd ed.)
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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.
Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties
Clinical Evaluation of Language Fundamentals-Preschool
Preparing children for grade one: A study of emergent literacy
The dimensionality of language ability in young children
Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors
Efficacy of language intervention in the early years
Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity
Kindergarten impacts of a preschool language-focused intervention
Systematic replication of the effects of a supplementary, technology-assisted, storybook intervention for preschool children with weak vocabulary and comprehension skills
Investigating profiles of lexical quality in preschool and their contribution to first grade reading
The impact of teacher responsivity education on preschoolers' language and literacy skills
Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement
Teacher-child relationships, behavior regulation, and language gain among at-risk preschoolers
Peer effects in preschool classrooms: Is children's language growth associated with their classmates' skills?
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
Emergent literacy profiles among prekindergarten children from low-ses backgrounds: Longitudinal considerations
Computer use and letter knowledge in pre-school children: A population-based study
At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children's outcomes
The home-literacy environment of young children with disabilities
A curriculum-based measure of language comprehension for preschoolers: Reliability and validity of the Assessment of Story Comprehension
Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment
Quality of the literacy environment in inclusive early childhood special education classrooms
Auditory processing in noise: A preschool biomarker for literacy
Building a Tier 2 intervention: A glimpse behind the data
Literate language intervention with high-need prekindergarten children: A randomized trial
Peer effects in early childhood education: Testing the assumptions of special-education inclusion
The impact of transitional kindergarten on California students: Final report from the Study of California's Transitional Kindergarten Program
Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler's school readiness skills
Early efficacy of multitiered dual-language instruction: Promoting preschoolers' Spanish and English oral language
Understanding risk for reading difficulties in children with language impairment
Validity of the Children's Orientation to Book Reading Rating Scale
Dynamic assessment of narratives among Navajo Head Start children
The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program
School readiness of children with language impairment: Predicting literacy skills from pre-literacy and social-behavioural dimensions
Experimental evaluation of the value added by Raising a Reader and supplemental parent training in shared reading
Assessing learning behaviors in early childhood special education classrooms
An evaluation of a treatment package consisting of discrimination training and differential reinforcement with response cost and a social story on vocal stereotypy for a preschooler with autism in a preschool classroom
The Preschool Early Literacy Indicators: Validity and benchmark goals
Teachers' use of high- and low-support scaffolding strategies to differentiate language instruction in high-risk/economically disadvantaged settings
Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning
Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders
Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers' social interaction
Effects of a Tier 3 phonological awareness intervention on preschoolers' emergent literacy
Is the proportion of children with disabilities in inclusive preschool programs associated with children's achievement?
Effects of instructional condition on preschool children's novel word learning
Linguistic environment of preschool classrooms: What dimensions support children's language growth?
Social networks of children with developmental language disorder in inclusive preschool programs
School-readiness profiles of children with language impairment: Linkages to home and classroom experiences
Children with communication impairments: Caregivers' and teachers' shared book-reading quality and children's level of engagement
Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development
Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development
Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
Examining language and early numeracy skills in young Latino dual language learners
Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers
Exploring the use of a multiple-gating screening process to identify preschool-age children for multitiered instructional support
Multi-tiered narrative intervention for preschoolers: A Head Start implementation study
Impact of California's transitional kindergarten program, 2013-14
Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires
Measuring English narrative microstructure in preschool dual language learners
Patterns of classroom organization in classrooms where children exhibit higher and lower language gains
A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology
Teacher language quality in preschool classrooms: Examining associations with DLLs’ oral language skills
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)
Exploring the predictors of enrollment and kindergarten entry skills of Spanish-speaking dual language learners in a mixed delivery system of public preschool
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