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 39 results
Piasta Shayne B., Park Somin, Farley Kristin Sue, Justice Laura M., O'Connell Ann, May, 2020
Reports & Papers
Peer Reviewed
Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning…
Rhoad-Drogalis Anna, Justice Laura M., March, 2020
Reports & Papers
Peer Reviewed
This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516…
Piasta Shayne B., Farley Kristin Sue, Mauck Susan A., Ramirez Pamela Soto, Schachter Rachel E., O'Connell Ann, Justice Laura M., Spear Caitlin F., Weber-Mayrer Melissa M., February, 2020
Reports & Papers
Peer Reviewed
Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and…
Justice Laura M., Yeomans-Maldonado Gloria, Gonzalez Jorge E., Bengochea Alain, McCormick Anita S., 01 April, 2018
Reports & Papers
Peer Reviewed

This study was designed to examine the literacy and language development processes and practices used in Mexican preschools. Participants were 18 early childhood teachers from three schools selected to represent the range of available programming…

Piasta Shayne B., Mauck Susan A., Schachter Rachel E., Spear Caitlin F., Farley Kristin Sue, Weber-Mayrer Melissa M., Justice Laura M., O'Connell Ann, Spring 2017
Reports & Papers
In the Assessing Preschool Professionals' Learning Experiences (APPLE) project, we partnered with ecQ-net and the Ohio Department of Education to conduct an independent evaluation of Ohio's state-sponsored language and literacy professional…
Markussen-Brown Justin, Juhl Carsten B., Piasta Shayne B., Bleses Dorthe, Hojen Anders, Justice Laura M., Q1 2017
Literature Review
Peer Reviewed
Professional development (PD) is increasingly used to improve early childhood educators' skills and knowledge in providing quality language and emergent literacy environments for children. However, the literature does not clearly indicate the extent…
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…
Lin Tzu-Jung, Justice Laura M., Paul Narmada, Mashburn Andrew J., Q4 2016
Reports & Papers
Peer Reviewed
Peer interaction contributes strongly to children's development and learning, but the processes by which peer interaction is shaped in preschool classrooms, particularly classrooms in rural communities, are largely unknown. This study aimed to…
Justice Laura M., Logan Jessica A. R., Isitan Sonnur, Sackes Mesut, Q4 2016
Reports & Papers
Peer Reviewed
Some studies have reported that young children with disabilities have qualitatively distinct home-literacy environments and interests than young children without disabilities. Such differences may contribute to differences in the early-literacy…
Dynia Jaclyn M., Brock Matthew E., Logan Jessica A. R., Justice Laura M., Kaderavek Joan N., July, 2016
Reports & Papers
Peer Reviewed
Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills--particularly print knowledge-- might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e…
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…
Dobbs-Oates Jennifer, Pentimonti Jill M., Justice Laura M., Kaderavek Joan N., February, 2015
Reports & Papers
Peer Reviewed
The present study investigates the role of attitudinal variables, such as children's literacy interest and parents' reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print-concept knowledge. The objective…
Justice Laura M., Logan Jessica A. R., Boyd Barbara, Ligon Janet, Miller Sandy, 2015
Reports & Papers
This White Paper presents results of a community-based, multi-pronged initiative, ready 4 success, which was designed to improve the quality of language and literacy instruction in preschool classrooms and, in turn, children's language and literacy…
Justice Laura M., Logan Jessica A. R., Boyd Barbara, Ligon Janet, Miller Sandy, 2015
Executive Summary
This White Paper presents results of a community-based, multi-pronged initiative, ready 4 success, which was designed to improve the quality of language and literacy instruction in preschool classrooms and, in turn, children's language and literacy…
Logan Jessica A. R., Justice Laura M., Pentimonti Jill M., Winter 2014
Reports & Papers
The present research was conducted to empirically assess the premise that a child who is ready to learn to read in kindergarten is more likely to achieve the third-grade reading guarantee compared to a child who does not exhibit such readiness. Data…