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 19 results
Ridgley Robyn, Snyder Patricia A., McWilliam R. A., February, 2020
Reports & Papers
Peer Reviewed
We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP…
Rhoad-Drogalis Anna, Sawyer Brook E., Justice Laura M., O'Connell Ann, May/June 2018
Reports & Papers
Peer Reviewed
This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that…
Rhoad-Drogalis Anna, Justice Laura M., Sawyer Brook E., O'Connell Ann, March/April 2018
Reports & Papers
Peer Reviewed
Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve…
Murphy Kimberly A., Justice Laura M., O'Connell Ann, Pentimonti Jill M., Kaderavek Joan N., December, 2016
Reports & Papers
Peer Reviewed
Purpose: The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method: Participants…
Pentimonti Jill M., Murphy Kimberly A., Justice Laura M., Logan Jessica A. R., Kaderavek Joan N., March, 2016
Reports & Papers
Peer Reviewed
Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the…
Justice Laura M., Logan Jessica A. R., Kaderavek Joan N., Schmitt Mary Beth, Tompkins Virginia, Bartlett Christopher, September/October 2015
Reports & Papers
Peer Reviewed
The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological…
McConnell Scott R., Wackerle-Hollman Alisha K., Roloff Tracy A., Rodriguez Michael C., December, 2014
Reports & Papers
Peer Reviewed
The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable…
Carta Judith J., Greenwood Charles R., Atwater Jane, McConnell Scott R., Goldstein Howard, Kaminski Ruth A., December, 2014
Reports & Papers
Peer Reviewed
Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) is beginning to be implemented in preschool programs to improve outcomes and to reduce the need for special education services. The proportions of children in programs…
Kaderavek Joan N., Pentimonti Jill M., Justice Laura M., October, 2014
Reports & Papers
Peer Reviewed
This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the…
Pentimonti Jill M., Justice Laura M., Kaderavek Joan N., September-October 2014
Reports & Papers
Peer Reviewed
This study represents an effort to advance our understanding of the nature of school readiness among children with language impairment (LI), a population of children acknowledged to be at risk of poor academic achievement. The academic, social-…
Sawyer Brook E., Justice Laura M., Guo Ying, Logan Jessica A. R., Petrill Stephen A., Glenn-Applegate Katherine, Kaderavek Joan N., Pentimonti Jill M., February, 2014
Reports & Papers
Peer Reviewed
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print…
Daley Tamara, Munk Tom, Carlson Elaine, Q4 2011
Reports & Papers
Peer Reviewed
A description of transition practices provided to children with disabilities upon kindergarten entry, an examination of child, family, school, and district factors associated with high- and low-intensity transition support and an examination of…
Greenwood Charles R., Walker Dale, Buzhardt Joseph F., December, 2010
Reports & Papers
Peer Reviewed
A study of the relationship between patterns of growth in communication and gender, Individualized Family Service Plans (IFSP) status, and home language environment and a second study of patterns of growth in gestures, vocalizations, and single- and…
Institute of Education Sciences (U.S.), 2010
Fact Sheets & Briefs
Highlights of findings from a study on the experiences of children with disabilities in their transition from prekindergarten to kindergarten
Institute of Education Sciences (U.S.), 2010
Fact Sheets & Briefs
Highlights of findings from a study on parent involvement in the education of their children with disabilities