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 20 results
Plucker Jonathan A., Spradlin Terry E., Kemp Amy Merissa, Chang Young, Bodack Katie, Holstead Michael S., n.d.
Reports & Papers
A preliminary overview of Indiana's Early Literacy Intervention Grant Program (ELIGP), including program information, implementation strategies, and assessment data for the 2007-2008 program year, based on a survey of grant coordinators and…
National Summer Learning Association, n.d.
Fact Sheets & Briefs
A discussion of the importance of children?s reading activities during the summer, with recommendation to make children?s reading practices more effective
Savage Robert, n.d.
Reports & Papers
An assessment of the current knowledge base about effective early literacy practices that support children's reading accuracy, comprehension, and fluency
Savage Robert, n.d.
Executive Summary
A summary of an assessment of the current knowledge base about effective early literacy practices that support children's reading accuracy, comprehension, and fluency
Marshall James, Lapp Diane, Cavoto Kimberly, n.d.
Reports & Papers
An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 453 children who participated in 2008 and 820…
Marshall James, Lapp Diane, Cavoto Kimberly, n.d.
Executive Summary
A summary of an evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 453 children who participated in…
Shamir Haya, n.d.
Other
Because early reading has proven to be such a difficult educational problem to address, it is reasonable to expect future solutions to provide more rigorous theoretical and empirical justification for their usefulness than has often been required in…
McGinty Anita, Breit-Smith Allison, Fan Xitao, Justice Laura M., Kaderavek Joan N., Piasta Shayne B., n.d.
Fact Sheets & Briefs
A summary of a study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected…
Scott-Little Catherine, La Paro Karen M., Thomason Amy, Pianta Robert C., Hamre Bridget K., Downer Jason T., Burchinal Margaret, Howes Carollee, n.d.
Fact Sheets & Briefs
A summary of a documentation of the implementation of a standardized early childhood education early literacy teaching practices course and of an examination of instructors' and students' perceptions of the quality of course delivery, content, and…
Guernsey Lisa, Levine Michael H., Chiong Cynthia, Severns Maggie, n.d.
Reports & Papers
An examination of the features of technology-based products and technology-assisted programs purported to support the early literacy development of young children, based on a scan of 137 products and 30 key informant interviews
Piasta Shayne B., Justice Laura M., McGinty Anita, Kaderavek Joan N., n.d.
Fact Sheets & Briefs
A summary of an examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both one and two years later…
Wilson Sandra Jo, Wilkey Eric D., n.d.
Reports & Papers
The Enhanced Language and Literacy Success (ELLS) Project, funded through the U.S. Department of Education's Early Reading First initiative, was designed to enhance the quality of language and literacy instruction in prekindergarten classrooms and…
Wilson Sandra Jo, Tanner-Smith Rachael, n.d.
Reports & Papers
The Metropolitan Nashville Public Schools/Vanderbilt University Early Reading First project, Enhanced Language and Literacy Success (ELLS), contracts with Sandra Wilson, Associate Director of the Peabody Research Institute at Vanderbilt University,…
Wilson Sandra Jo, n.d.
Reports & Papers

The Metropolitan Nashville Public Schools/Vanderbilt University Early Reading First project, Enhanced Language and Literacy Success (ELLS), contracts with Sandra Wilson, Associate Director of the Peabody Research Institute at Vanderbilt…

Wilson Sandra Jo, n.d.
Reports & Papers

The Metropolitan Nashville Public Schools/Vanderbilt University Early Reading First project, Enhanced Language and Literacy Success (ELLS), contracts with Sandra Wilson, Associate Director of the Peabody Research Institute at Vanderbilt…