Child Care and Early Education Research Connections

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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 52 results
Piasta Shayne B., Logan Jessica A. R., Thomas Leiah J.G., Zettler-Greeley Cynthia, Bailet Laura L., Lewis Kandia, Q1 2021
Reports & Papers
Peer Reviewed
Research supports small-group emergent literacy intervention to boost preschool children’s early skills and provide a solid foundation for continued literacy learning. Although such interventions are increasingly available to preschool teachers, we…
Bingham Gary E., Quinn Margaret F., McRoy Kyla, Zhang Xiao, Gerde Hope K., November, 2018
Other
Peer Reviewed
Despite the importance of early writing development to children's school success, research documents that early childhood teachers spend little time actively supporting children's writing development in preschool classrooms. This article provides a…
Roberts Theresa A., Vadasy Patricia F., Sanders Elizabeth A., Q3 2018
Reports & Papers
Peer Reviewed
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's…
Grifenhagen Jill F., Barnes Erica Marie, Collins Molly F., Dickinson David K., March/April 2017
Other
Peer Reviewed
Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given…
Kaminski Ruth A., Powell-Smith Kelly A., February, 2017
Reports & Papers
Peer Reviewed
Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both…
Goldstein Howard, Olszewski Arnold, Haring Christa, Greenwood Charles R., McCune Luke, Carta Judith J., Atwater Jane, Guerrero Gabriela, Schneider Naomi Jean Bell, McCarthy Tanya, Kelley Elizabeth S., January, 2017
Reports & Papers
Peer Reviewed
Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children…
Guo Ying, Dynia Jaclyn M., Logan Jessica A. R., Justice Laura M., Breit-Smith Allison, Kaderavek Joan N., Q4 2016
Reports & Papers
Peer Reviewed
This study examined fidelity of implementation (FOI) in the context of an early-literacy intervention involving 83 early childhood special education (ECSE) teachers and 291 three- to five-year old children with disabilities in their classrooms.…
Buysse Virginia, Peisner-Feinberg Ellen S., Soukakou Eleni P., Fettig Angel, Schaaf Jennifer M., Burchinal Margaret, Q3 2016
Reports & Papers
Peer Reviewed
Two studies evaluated Recognition & Response (R&R)--an instructional system consisting of formative assessment, foundational instruction, and targeted small-group lessons designed for use with pre-kindergarteners. Study 1 involved 174 four-…
Johanson Megan, Justice Laura M., Logan Jessica A. R., April, 2016
Reports & Papers
Peer Reviewed
Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated…
Piasta Shayne B., Justice Laura M., McGinty Anita, Mashburn Andrew J., Slocum Timothy A., October, 2015
Reports & Papers
Peer Reviewed
Recent curriculum studies raise a number of questions concerning teachers' implementation fidelity, including the extent to which fidelity to multiple curriculum components is achieved and measured and the extent to which fidelity serves as a…
Catts Hugh W., Nielsen Diane Corcoran, Bridges Mindy Sittner, Liu Yi Syuan, Bontempo Daniel E., May/June 2015
Reports & Papers
Peer Reviewed
Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress…
Spencer Elizabeth J., Goldstein Howard, Spencer Trina D., Sherman Amber, Q2 2015
Reports & Papers
Peer Reviewed
This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering…
York Benjamin N., Loeb Susanna, November, 2014
Reports & Papers
Substantial systematic differences exist in children's home learning experiences. The few existing parenting programs that have shown promise often are not widely accessible, either due to the demands they place on parents' time and effort or cost.…
Fleury Veronica P., Miramontez Shane Herriott, Hudson Roxanne F., Schwartz Ilene S., October, 2014
Reports & Papers
Peer Reviewed
A common literacy practice in early childhood classrooms is reading aloud to children. Little is known, however, about the quality of engagement in shared reading activities for young children with Autism Spectrum Disorders (ASD). Dialogic reading…
Noe Sean, Spencer Trina D., Kruse Lydia, Goldstein Howard, May, 2014
Reports & Papers
Peer Reviewed
This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words…