Child Care and Early Education Research Connections

Skip to main content

Search Results

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 724 results
Strouse Gabriella A., O'Doherty Katherine, Troseth Georgene L., December, 2013
Reports & Papers
Peer Reviewed
Young preschoolers rapidly acquire new information from social partners but do not learn efficiently from people on video. We trained parents to use Whitehurst's dialogic reading questioning techniques while watching educational television with…
Morgan Hani, November, 2013
Other
Peer Reviewed
Many children struggle with reading and are seldom engaged in this process when teachers assign them to read. Young learners may lack motivation to read an dislike this activity because they have had frequently have unpleasant experiences with…
Ready to Learn Providence, November, 2013
Fact Sheets & Briefs
Internal and external evaluations of Ready to Learn Providence's third Early Reading First program show that both teachers and children made significant gains on a range of assessments over a period of four years. They also found that the gains made…
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…
Bingham Gary E., Terry Nicole Patton, October-December 2013
Reports & Papers
Peer Reviewed
Early literacy intervention programs are predicated on the understanding that children's early literacy performance in preschool is one of the most important early predictors of subsequent school success. As the largest U.S.-funded early literacy…
Lau Carrie, Rao Nirmala, October, 2013
Reports & Papers
Peer Reviewed
Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23…
Golos Debbie B., Moses Annie M., Fall 2013
Reports & Papers
Peer Reviewed
With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's…
Shuker Mary-Jane, Terreni Lisa, September, 2013
Other
Peer Reviewed
This paper explores the role of self-authored e-books as a vehicle for helping early childhood professionals to engage young children in new literacy and language experiences. The rationale for using information and communication technology (ICT) in…
Zucker Tricia A., Cabell Sonia Q., Justice Laura M., Pentimonti Jill M., Kaderavek Joan N., August, 2013
Reports & Papers
Peer Reviewed
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of…
Dynia Jaclyn M., Justice Laura M., Pentimonti Jill M., Piasta Shayne B., Kaderavek Joan N., August, 2013
Reports & Papers
Peer Reviewed
Storybook features, such as linguistic richness and print salience, potentially influence how a teacher references print. This study addressed two research questions: (1) to what extent does the linguistic richness and print salience of children's…
Linebarger Deborah L., Moses Annie M., Garrity Liebeskind Kara, McMenamin Katie, August, 2013
Reports & Papers
Peer Reviewed
Vocabulary acquisition associated with watching high-quality educational television has been documented in a number of studies. One lingering question is whether adding strategically placed onscreen print to a program can enhance vocabulary…
Strasser Katherine, Larrain Antonia, Lissi Maria Rosa, July, 2013
Reports & Papers
Peer Reviewed
Research Findings: Two studies examined the effects of specific reading styles on the comprehension of stories of at-risk preschool Chilean children. Study 1 examined the effect of word elaboration on story comprehension with 72 children. Children…
Wilson Sandra Jo, Dickinson David K., Rowe Deborah Wells, Q3 2013
Reports & Papers
Peer Reviewed
This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes…
What Works Clearinghouse (Institute of Education Sciences), June, 2013
Literature Review
A review of research on the impact of Doors to Discovery, a preschool literacy curriculum, on preschool children's outcomes in four developmental domains, based on the application of a review protocol, evidence standards, and effectiveness criteria…
What Works Clearinghouse (Institute of Education Sciences), June, 2013
Literature Review
A review of research on the impact of Let's Begin with the Letter People, an early childhood literacy curriculum, on preschool children's outcomes in three developmental domains, based on the application of a review protocol, evidence standards, and…