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 15 results
Hammer Carol Scheffner, Burchinal Margaret, Soliday-Hong Sandra, LaForett Dore R., Paez Mariela M., Buysse Virginia, Espinosa Linda M., Castro Dina Carmela, Lopez Lisa M., Q2 2020
Reports & Papers
Peer Reviewed
Over 30% of children in the U.S. are dual language learners (DLLs) who are learning two languages. Understanding the development of both languages for young DLL children in early care and education is critical. However, few have simultaneously…
Gillanders Cristina, Franco Ximena, Seidel Kent, Castro Dina Carmela, Mendez Lucia I., March/April 2017
Reports & Papers
Peer Reviewed
This study examined how early writing develops in Spanish-English-speaking children of Mexican and Central American descent who are dual language learners (DLLs) in the United States. The emergent writing skills in Spanish and English of 140…
Bornfreund Laura, Cook Shayna, Lieberman Abbie, Loewenberg Aaron, November, 2015
Reports & Papers
To determine whether and how states are trying to address this problem, New America's Early & Elementary Education Policy team developed a B-3rd state policy framework informed by research and discussions with other early education experts. Our…
Vernon-Feagans Lynne, Bratsch-Hines Mary E., Varghese Cheryl, Bean Amanda, Hedrick Amy, August, 2015
Reports & Papers
Peer Reviewed
The targeted reading intervention (TRI) is a professional development program for rural kindergarten and first grade classroom teachers to help them provide effective reading strategies with struggling readers. In two randomized controlled trials,…
Cash Anne H., Cabell Sonia Q., Hamre Bridget K., DeCoster Jamie, Pianta Robert C., May, 2015
Reports & Papers
Peer Reviewed
The current study examines the associations between teachers' beliefs and knowledge and children's learning during the prekindergarten year. This study describes the degree to which 262 prekindergarten teachers' beliefs and knowledge regarding…
Vernon-Feagans Lynne, Kainz Kirsten, Hedrick Amy, Ginsberg Marnie, Amendum Steve, November, 2013
Reports & Papers
Peer Reviewed
This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to…
Vernon-Feagans Lynne, Kainz Kirsten, Amendum Steve, Ginsberg Marnie, Wood Tim, Bock Amanda, 2012
Reports & Papers
Peer Reviewed
This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general…
Walcott Christy M., Scheemaker Anastasia, Bielski Kerri, July, 2010
Reports & Papers
Peer Reviewed
Objective: The link between significant attention problems and reading difficulties among school-age children is clear, but few have examined the impact of early inattention on preliteracy development. This longitudinal study examines this link.…
Buysse Virginia, Castro Dina Carmela, Peisner-Feinberg Ellen S., Q2 2010
Reports & Papers
Peer Reviewed
A randomized, controlled study on the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish for 55 teachers and…
Hooper Stephen, Roberts Joanne E., Nelson Lauren, Zeisel Susan A., Fannin Danai Kasambira, March 2010
Reports & Papers
Peer Reviewed
A study of the relationships between preschool phonological processing, core language abilities, pre-reading skills, and early writing concepts, and writing in kindergarten and grades 3 through 5 and writing growth of 65 typically-developing African…
McClelland Megan, Acock Alan C., Morrison Frederick J., Q4 2006
Reports & Papers
Peer Reviewed
An analysis of the relationship between learning-related skills attained through kindergarten and initial levels and growth in reading and math skills between kindergarten and sixth grade
NICHD Early Child Care Research Network, 2005
Reports & Papers
Peer Reviewed
A study of the relationship between preschool oral language skills and reading performance in early elementary school, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth…
Connor Carol McDonald, Son Seung-Hee, Hindman Annemarie H., Morrison Frederick J., 2005
Reports & Papers
Peer Reviewed
A study of the association of teacher qualification and observed classroom practice as they relate to children?s vocabulary and early reading skills, based on an ecological model incorporating children?s language and word recognition skills prior to…
NICHD Early Child Care Research Network, 2005
Reports & Papers
An abridged reprint of a study of the relationship between cognitive and language development and quality, amount, and type of child care, based on data from the National Institute of Child Health and Human Development Study of Early Child Care
Dickinson David K., McCabe Allyssa, Anastasopoulos Louisa, Peisner-Feinberg Ellen S., Poe Michele, 2003
Reports & Papers
Peer Reviewed
An evaluation of Head Start preschool children's vocabularies, phonological sensitivities, and print knowledge to examine the relationship between oral language and developing literacy