A5028333976- Reading and Literacy Development
- Early Childhood Education and Development
- Child Development and Digital Technology
- Parental Involvement in Education
- Cognitive and developmental aspects of mathematical skills
- Language Development and Disorders
- Child and Adolescent Psychosocial and Emotional Development
- Educational and Psychological Assessments
- Writing and Handwriting Education
- Educational Methods and Media Use
- Hearing Impairment and Communication
- Family and Disability Support Research
- Lexicography and Language Studies
- Collaborative Teaching and Inclusion
- Education and Technology Integration
- Disability Education and Employment
- Youth Development and Social Support
- Educational Strategies and Epistemologies
- Science Education and Pedagogy
- Teacher Education and Leadership Studies
- Attachment and Relationship Dynamics
- Neuroscience, Education and Cognitive Function
- Online and Blended Learning
- Language, Discourse, Communication Strategies
- Gender and Technology in Education
The University of Texas Health Science Center at Houston
2016-2025
University of Virginia
2008-2024
Google (United States)
2009-2023
Florida State University
2021-2023
University of Florida
2021
In this study, we examined the longitudinal relations between frequency and features of reading experiences within preschool classroom to children's language literacy outcomes in kindergarten 1st grade. Frequency refers number shared sessions conducted each week as measured by teachers' written logs recorded across academic year. Features extratextual talk about literal, inferential, or print phonological topics assessed analysis 6 videotaped readings narrative informational texts collected...
Electronic books (e-books) are a prevalent method for integrating technology in preschool and elementary classrooms; however, there is lack of consensus concerning the extent to which e-books increase literacy skills domains comprehension decoding. This article assesses efficacy with comprehensive review method, including systematic literature search, comparison outcomes effect sizes, discussion individual studies that met either (a) randomized-trial synthesis criteria, or (b)...
This study examined mother-child shared book reading behaviors before and after participation in a random-assignment responsive parenting intervention called Play Learning Strategies (PALS) that occurred during infancy (PALS I), the toddler-preschool II) period, or both as compared with developmental assessment (DAS) (DAS I and/or II). The efficacy of PALS was previously demonstrated for improving mother child within play contexts, everyday activities, standardized measures language. We...
Self-reported maternal literacy beliefs and home practices were compared for families of children with typicially developing language skills (TL, n = 52) specific impairment (SLI, 56). Additionally, the present work examined whether predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their while knowledge was assessed directly. Results indicated that mothers SLI held somewhat less positive reported engaging in fewer to TL. For entire sample,...
The purpose of the present study was to conduct a comprehensive book genres used in preschool classrooms. Text titles gathered from reading logs 84 teachers were analyzed and coded for genre (narrative, expository, or mixed). Expository mixed texts then further examined according topics covered. Analyses indicated that (a) narrative dominated text being utilized classroom read‐alouds, representing 82.3% read, (b) among 125 identified as expository genres, topic living creatures most common...
Despite reports of positive effects high-quality child care, few experimental studies have examined the process improving low-quality center-based care for toddler-age children. In this article, we report intervention on teachers' behaviors and children's social, emotional, behavioral, early literacy, language, math outcomes as well teacher-child relationship. The targeted use a set responsive teacher practices, derived from attachment sociocultural theories, comprehensive curriculum....
Abstract The present study describes preschool read-alouds in terms of the types texts to which children are exposed. methods involved analyzing genre and instructional foci 426 titles read by 13 teachers throughout an entire academic year. Additionally, associations between teacher characteristics their classrooms were examined. Findings indicated that (a) narrative dominate read-aloud; (b) children's exposure alphabet books, nursery rhymes, books featuring math concepts, multicultural...
Purpose The purpose of this study was to determine the predictive validity teacher report for assessing emergent literacy skills preschool-age children. aims were twofold: (a) examine relationships between and direct behavioral assessment, (b) extent which accurately differentiates children who are exhibiting low levels relative their peers. Method Forty-four preschool teachers completed a rating form reporting print-related 209 enrolled in classrooms. Approximately 2 months later,...
Purpose The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) identify those emergent literacy skills that are concurrently associated abilities, and (c) compare LI their typical (TL) peers. Method Fifty-nine were administered a battery assessments, including task which asked write first names. A subset these ( n = 23) was then compared TL-matched sample performance...
This article describes how educators can readily increase emergent readers' print knowledge by using an evidence‐based technique called referencing to ensure that classroom read‐alouds include not only a comprehension focus, but also complementary focus on print. Print was recently described in The Reading Teacher as important approach reading aloud. claim is well supported; nonetheless, research makes stronger contribution practice when findings are put “useable” form and translated for end...
Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus on evidence-based practices. This study explains development prekindergarten (pre-k) Classroom Observation Tool (COT) use in data-based model. We examined psychometric characteristics COT and explored how coaches teachers used goal-setting system. The included 193 working with 3,909 pre-k statewide professional program....
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around markers of comorbid math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) domain-general (working memory, vigilance, executive attention, nonverbal IQ) were assessed 493 children the beginning pre-K, to better understand how each uniquely contributes...
The frequency with which adults reference print when reading preschool-age children is associated growth in children's knowledge (e.g., L.M. Justice & H.K. Ezell, 2000, 2002). This study examined whether prekindergarten (pre-K) teachers naturally during classroom shared and if verbal references occur at similar rates across different types of books. relation between referencing quality teachers' language instruction was also studied.Seventeen pre-K were randomly assigned to a regular...
Research Findings: Multitiered instructional frameworks are becoming a recommended approach for enhancing prevention and intervention efforts targeting early literacy language skills. However, few studies to date have studied the feasibility of tiered oral interventions before kindergarten; therefore, this pilot study explored effectiveness such an in prekindergarten. Teachers 39 classrooms were randomly assigned experimental or comparison condition that contrasted implementation had both...
Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, met screening criteria assigned Math + Attention condition which Pre-Kindergarten Mathematics Tutorial (PKMT) was implemented (4 days/week for 24 weeks) addition 16 adaptive attention training sessions, Math-Only using PKMT intervention, or business-as-usual...
Research Findings: This study examined the association between interactive book reading quality and prekindergarten children's gains in language literacy skills over course of an academic year for 96 teachers 417 children across multiple locations United States. Two moderators were examined, namely, initial skill level teachers' classroom organization during read-aloud session. In keeping with prior research, quality, measured by examination extratextual talk, was positively significantly...