Journal ArticleDOI
Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers:
Christopher J. Lonigan,Jason L. Anthony,Brenlee G. Bloomfield,Sarah M. Dyer,Corine S. Samwel +4 more
TLDR
The effects of two preschool-based shared-reading interventions were evaluated with 95 children, ages 2-to-5-years, from low-income families as discussed by the authors, who were below age-level as children.Citations
More filters
Journal ArticleDOI
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis
TL;DR: The authors examined the added value of an interactive shared book reading format that emphasizes active as opposed to non-interactive participation by the child and found that dialogic reading increased children's vocabulary compared to typical shared reading.
Journal ArticleDOI
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.
TL;DR: The quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction, and a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and Literacy.
Journal ArticleDOI
The Effects of Vocabulary Intervention on Young Children’s Word Learning A Meta-Analysis
Loren M. Marulis,Susan B. Neuman +1 more
TL;DR: This paper examined the effects of vocabulary interventions on pre-K and kindergarten children's oral language development and found that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap.
Journal ArticleDOI
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language
TL;DR: In this article, a meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge, concluding that both quality of book reading in classrooms and frequency are important.
Journal ArticleDOI
The Effects of Preschool Education What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know
TL;DR: This monograph is to provide an analysis of the research evidence in four major domains of work in early childhood education, identifying points at which evidence is not well aligned with public policy or practice, and a set of questions to guide the next wave of research in this rapidly growing field.
References
More filters
Book
Statistical Power Analysis for the Behavioral Sciences
TL;DR: The concepts of power analysis are discussed in this paper, where Chi-square Tests for Goodness of Fit and Contingency Tables, t-Test for Means, and Sign Test are used.
Journal ArticleDOI
Toward an experimental ecology of human development.
TL;DR: In this paper, a broader approach to research in human development is proposed that focuses on the pro- gressive accommodation, throughout the life span, between the growing human organism and the changing environments in which it actually lives and grows.
Journal ArticleDOI
Beginning to read : thinking and learning about print
TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.