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 323 results
Guo Ying, Dynia Jaclyn M., Logan Jessica A. R., Justice Laura M., Breit-Smith Allison, Kaderavek Joan N., Q4 2016
Reports & Papers
Peer Reviewed
This study examined fidelity of implementation (FOI) in the context of an early-literacy intervention involving 83 early childhood special education (ECSE) teachers and 291 three- to five-year old children with disabilities in their classrooms.…
Lund Emily (Emily Ann), Douglas W. Michael, October, 2016
Reports & Papers
Peer Reviewed
Despite poor vocabulary outcomes for children with hearing loss, few studies have evaluated the effectiveness of specific vocabulary teaching methods on vocabulary learning for this group. The authors compared three vocabulary instruction conditions…
Rahn Naomi L., Coogle Christan Grygas, Storie Sloan, August, 2016
Reports & Papers
Peer Reviewed
An adapted alternating treatments design was used to compare the expressive use of thematic vocabulary by three preschool children with developmental delays during Dialogic Reading, a shared book reading intervention, and Activity-Based Intervention…
Sennott Samuel, Mason Linda H., August, 2016
Reports & Papers
Peer Reviewed
This pilot study describes an intervention package, MODELER for Read and Talk, designed to provide enriched language interaction for children with complex communication needs who require augmentative and alternative communication (AAC). MODELER (…
Erwin Elizabeth J., Maude Susan P., Palmer Susan B., Summers Jean Ann, Brotherson Mary Jane, Haines Shana J., Stroup-Rentier Vera Lynne, Zheng Yuzhu, Peck Nancy F., July, 2016
Other
Peer Reviewed
Early childhood practitioners can play a vital role in the development of early self-determination in partnership with families. Self-determination has been generally considered to be about personal agency or control that can also relate to the…
Chang Ya-Chih, Shire Stephanie Y., Shih Wendy, Gelfand Carolyn, Kasari Connie, June, 2016
Reports & Papers
Peer Reviewed
Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six…
Chambers Mary E., Sugden David (David A.), June, 2016
Reports & Papers
Peer Reviewed
The years from 3 to 6 are a time when children develop fundamental movement skills that are the building blocks for the functional movements they use throughout their lives. By 6 years of age, a typically developing child will have in place a full…
Ledford Jennifer R., Barton Erin Elizabeth, Hardy Jessica Kristen, Elam Katie, Seabolt Jordan Leigh, Shanks Meredith, Hemmeter Mary Louise, Kaiser Ann P., June, 2016
Other
Peer Reviewed
Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results…
Richels Corrin G., Bobzien Jonna, Schwartz Kathryn S., Raver Sharon A., Browning Ellen L., Hester Peggy P., May, 2016
Reports & Papers
Peer Reviewed
Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language…
Lawrence Sharmila, Smith Sheila, Banerjee Rashida, April, 2016
Fact Sheets & Briefs
A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young…
Gibbard Deborah, Smith Clare, February, 2016
Reports & Papers
Peer Reviewed
Primary language delay remains one of the most prevalent developmental delays in early childhood, particularly in disadvantaged areas. Previous research has established language difficulties and social disadvantage being particular risk factors for…
Feil Edward G., Small Jason W., Seeley John, Walker Hill M., Golly Annemieke, Frey Andy, Forness Steven R., February, 2016
Reports & Papers
Peer Reviewed
This study evaluated the efficacy of the Preschool First Step (PFS) to Success early intervention for children at risk for attention deficit hyperactivity disorder (ADHD). PFS is a targeted intervention for children 3-5 years old with externalizing…
Suggate Sebastian, January/February 2016
Reports & Papers
Peer Reviewed
Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A…
Favazza Paddy C., Siperstein Gary N., Ghio Kathleen, Wairimu Jane, Masila Susan, January-March 2016
Reports & Papers
Peer Reviewed
Research consistently demonstrates that children with developmental disabilities exhibit motor skill deficits, but motor skill interventions can positively affect motor abilities and other areas of development. These findings have particular…
United States. Department of Health and Human Services, United States. Department of Education, January-March 2016
Other
Peer Reviewed
The purpose of this policy statement is to set a vision and provide recommendations to States, local educational agencies (LEAs), schools, and public and private early childhood programs, from the U.S. Departments of Education (ED) and Health and…