Child Care and Early Education Research Connections

Skip to main content

Search Results

Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 16 results
Greenwood Charles R., Abbott Mary, Beecher Constance, Atwater Jane, Petersen Sarah, May, 2017
Reports & Papers
Peer Reviewed
Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support…
Dunst Carl J., Valentine Andrea, Raab Melinda, Hamby Deborah W., 2013
Literature Review
Findings from a research synthesis of studies investigating the relationships between infant, toddler, and preschool participation in everyday family and community activities and early literacy and language development are reported. Thirty studies…
Trivette Carol M., Hamby Deborah W., Dunst Carl J., Gorman Ellen, 2013
Literature Review
The age-related development of emergent writing skills was examined in 49 studies including 1647 children 12 to 60 months of age. The extant literature was used to develop a multi-level sequence of emergent writing ranging from mark making to…
Trivette Carol M., Dunst Carl J., Hamby Deborah W., 2013
Literature Review
Factors associated with variations in toddlers and preschoolers emergent writing and drawing skills were the focus of a research synthesis including 13 studies of 491 children between 24 and 67 months of age. Results showed that the use of magic…
Dunst Carl J., Meter Diana, Hamby Deborah W., 2011
Literature Review
A synthesis of 12 research studies on the relationship between young children's nursery rhyme knowledge, experiences, and awareness and their early literacy skills
Dunst Carl J., Gorman Ellen, 2011
Literature Review
A synthesis of 13 research studies on the relationship between the nursery rhyme knowledge and experiences and the early literacy, language, and communication development of young children with disabilities
Dunst Carl J., Jones Tara, Johnson Molly, Raab Melinda, Hamby Deborah W., 2011
Literature Review
A synthesis of 31 research studies on the relationship between children's personal and situational interests and their early literacy and language development
Graham Steve, Berninger Virginia, Wan Weihua, July 2007
Reports & Papers
Peer Reviewed
A discussion of the relationship between primary grade students' writing skills and their level of motivation to write, based on a survey measuring student authors? attitudes following a writing task
Trout Alexandra Lynn, Epstein Michael H., Nelson J. Ron, Synhorst Lori, Hurley Kristin Duppong, Winter 2006
Reports & Papers
Peer Reviewed
A study of the associations between reading deficits and several types of behavioral disorders among a sample of 195 kindergarteners and first graders from one Midwestern city
Fuchs Douglas, Fuchs Lynn S., 2005
Reports & Papers
Peer Reviewed
An analysis comparing Peer-Assisted Learning Strategies (PALS) and conventional (non-PALS) instruction in promoting word recognition, fluency, and reading comprehension in young children, specifically in kindergarten and 1st grade
Denton Kristin L., West Jerry, 2002
Executive Summary
A third report in a series on young children's experiences with school, based on data from the Early Childhood Longitudinal Study, Kindergarten class of 1998-99 (ECLS-K), which focuses on children's knowledge and skills in the first grade.
Denton Kristin L., West Jerry, 2002
Reports & Papers
A report presenting a picture of the children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 1998û99 (ECLS-K) as first-graders
Fuchs Douglas, Fuchs Lynn S., Thompson Anneke, Al Otaiba Stephanie, Yen Loulee, Braun Mary, O'Connor Rollanda E., 2002
Reports & Papers
Peer Reviewed
A one-year longitudinal study of the effects of a phonological awareness reading intervention on the reading skills of kindergarten children with special needs as compared with the effects of a reading intervention that combined phonological…
West Jerry, Denton Kristin L., Reaney Lizabeth M., 2000
Executive Summary
A nationally representative longitudinal survey following kindergarten children through fifth grade to examine the academic gains the children made over their kindergarten year and looking to see if their achievements differ by child, family, and…
West Jerry, Denton Kristin L., Reaney Lizabeth M., 2000
Reports & Papers
A report discussing the gains children make in kindergarten in reading, mathematics, and specific knowledge and skills and the impact of child, family and kindergarten program characteristics on these gains