Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child x Instruction interactions imply individualizing would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of instruction. The each first grader received (n = 461 47 classrooms, mean age 6.7 years) during fall, winter, spring was recorded....

Alphabet knowledge is a hallmark of early literacy and facilitating its development has become primary objective pre-school instruction intervention. However, little agreement exists about how to promote the alphabet effectively. A meta-analysis effects on outcomes demonstrated that instructional impacts differed by type outcome examined content provided. School-based yielded larger than home-based instruction; small-group individual tutoring programs. We found minimal evidence transfer...

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' 437) word-reading gains. Results revealed an interaction between observed instruction: For students more knowledgeable teachers, time in predicted stronger less was associated with weaker skill Findings highlight importance teachers' specialized body about reading as it informs effective instruction.

Longitudinal results for a randomized‐controlled trial (RCT) assessing the impact of increasing preschoolers’ attention to print during reading are reported. Four‐year‐old children ( N = 550) in 85 classrooms experienced 30‐week shared program implemented by their teachers. Children experimental shared‐book readings 2 or 4 times per week which teachers verbally and nonverbally referenced print. comparison teachers’ typical book style. n 356, 366) showed that use references had significant...

Purpose This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were determine whether children’s initial abilities teachers' use of strategies associated with outcomes, in particular. Method In this randomized controlled trial, preschool centers assigned a intervention ( n = 19 centers, 25 teachers, 174 children) or “business-as-usual” control condition 24 156 children). Teachers...

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the environment at level individual student. Using multidimensional conceptualization environment, foundational elements (teacher warmth responsiveness students, management) instructional (teacher-child interactions, context, content) are described. authors have used ISI document that children who share same very different learning opportunities, instruction...

The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts (b) types of mathematics science learning opportunities experienced by children as well (c) the extent which these were associated with classroom program characteristics. Results indicated that afforded an average 24 26 minutes opportunities, respectively, corresponding spending approximately 25% total instructional time each domain. Considerable variability existed, however, provided...

Educators' language and literacy knowledge is considered important for informing classroom practices thereby supporting children's early development. This includes both disciplinary content (knowledge concerning how oral written are structured map to one another) practice of effective strategies literacy). In this study, we examined the associations among 485 childhood educators' practice, their observed practices, emergent learning 2004 children enrolled in classrooms. We found significant,...

Purpose This study was conducted to determine the effectiveness of teachers' use a print-referencing style during whole-class read-alouds with respect accelerating 4- and 5-year-old children’s print-knowledge development. It also examined 8 specific child- setting-level moderators whether these influenced relation between Method In this randomized controlled trial, 59 teachers were randomly assigned 2 conditions. Teachers in experimental group ( n = 31) integrated explicit references...

Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency various letter-naming benchmarks using a longitudinal database 371 children who attended publicly funded preschools. Children's uppercase lowercase abilities were assessed at end preschool, their literacy achievement on 3 standardized...

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, practices. PD was offered in a real-world context delivered at-scale across state, implemented by an independent contractor. Educators (n = 535) were randomly assigned participate one three types PD: 30 hrs presented workshop format, plus monthly coaching, or on alternative topics (comparison)....

This study evaluated the feasibility, efficacy, and social validity of a parent-implemented intervention for promoting print knowledge in preschoolers with language impairment.This trial involved 62 children their parents. Each dyad completed 12-week program. Parents treatment group implemented print-focused reading sessions; parents two comparison groups sessions focused on either storybook pictures (picture-focused condition) or phonological concepts (sound-focused condition).Many program...

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, present study investigated impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned experience 10.5 days (64 hours) training on or an alternative topic. Educators' provision learning opportunities documented, as fall-to-spring gains children (n = 385) enrolled their classrooms. Professional significantly...

The present article reports results of a real‐world effectiveness trial conducted in Denmark with six thousand four hundred eighty‐three 3‐ to 6‐year‐olds designed improve children's language and preliteracy skills. Children 144 child cares were assigned control condition or one three planned variations 20‐week storybook‐based intervention: base intervention two enhanced versions featuring extended professional development for educators home‐based program parents. Pre‐ posttest comparisons...