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 - 9 out of 9 results
Zucker Tricia A., Cabell Sonia Q., Petscher Yaacov, Mui Heather, Landry Susan H., Tock Jamie, Q1 2021
Reports & Papers
Peer Reviewed
This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). MTSS frameworks typically use primary, secondary, and tertiary interventions to prevent or ameliorate academic difficulties.…
Puranik Cynthia S., Petscher Yaacov, Lonigan Christopher J., December, 2014
Reports & Papers
Peer Reviewed
Learning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to…
Guo Ying, Tompkins Virginia, Justice Laura M., Petscher Yaacov, October, 2014
Reports & Papers
Peer Reviewed
The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this…
Piasta Shayne B., Petscher Yaacov, Justice Laura M., November, 2012
Reports & Papers
Peer Reviewed
A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the…
Pentimonti Jill M., Zucker Tricia A., Justice Laura M., Petscher Yaacov, Piasta Shayne B., Kaderavek Joan N., Q3 2012
Reports & Papers
Peer Reviewed
An assessment of the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood education (ECE) settings…
Cabell Sonia Q., Justice Laura M., Piasta Shayne B., Curenton Stephanie M., Wiggins Alice K., Turnbull Khara Pence, Petscher Yaacov, November, 2011
Reports & Papers
Peer Reviewed
A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language…
Justice Laura M., Petscher Yaacov, Schatschneider Christopher, Mashburn Andrew J., November/December 2011
Reports & Papers
Peer Reviewed
A study of the relationship between individual children's language growth and peer language skills, and a second study of the influence of peer language skills on the language growth of children with different levels of ability, based on data from…
Swanson Elizabeth, Vaughn Sharon, Wanzek Jeanne, Petscher Yaacov, Heckert Jennifer, Cavanaugh Christie, Kraft Guliz, Tackett Kathryn, May/June 2011
Reports & Papers
Peer Reviewed
A meta-analysis of child cognitive and reading outcomes associated with teacher-delivered read aloud instruction for children considered at risk for reading difficulty in preschool through third grade, and an identification of features of…
Cabell Sonia Q., Justice Laura M., Piasta Shayne B., Curenton Stephanie M., Wiggins Alice K., Turnbull Khara Pence, McGinty Anita, DeCoster Jamie, Forston Lindsay Doswell, Petscher Yaacov, n.d.
Fact Sheets & Briefs
Preschool teachers received training on ways to promote children's language development. Researchers then compared their use of these new language-facilitation strategies with teachers receiving no training on this topic. They also measured children…