Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Author
| Anderson, Kate | 1 |
| Coyne, Michael | 1 |
| Daimin Feng | 1 |
| Farrow, JeanMarie | 1 |
| Hindman, Annemarie H. | 1 |
| Hongbin Xie | 1 |
| Hongliu Ouyang | 1 |
| Lucas, Michelle | 1 |
| McCoach, D. Betsy | 1 |
| Moran, Meghan | 1 |
| Neugebauer, Sabina | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
Education Level
| Early Childhood Education | 5 |
| Preschool Education | 4 |
| Elementary Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
| Texas (Austin) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Classroom Assessment Scoring… | 5 |
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHongbin Xie; Hongliu Ouyang; Nik Rosila Nik Yaacob; Daimin Feng; Shuang Wang – Early Childhood Education Journal, 2025
In Early Childhood Education and Care (ECEC) programs, the quality of teacher-child interactions is regarded to be important for children's vocabulary development. However, prior studies on the relationships between teacher and child, as measured by the Classroom Assessment Scoring System (CLASS), and children's vocabulary skills are inconsistent.…
Descriptors: Vocabulary Development, Preschool Children, Socioeconomic Status, Meta Analysis
Download full textHindman, Annemarie H.; Farrow, JeanMarie; Anderson, Kate; Wasik, Barbara A.; Snyder, Patricia A. – Grantee Submission, 2021
Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend…
Descriptors: Preschool Education, Disadvantaged Youth, Federal Programs, Story Reading
Spencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida – Grantee Submission, 2020
The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…
Descriptors: Oral Language, Intervention, Bilingual Education, Spanish
Lucas, Michelle; Poulsen, Helen – Online Submission, 2020
This report summarizes the first year of the prekindergarten partnership between AISD, United Way for Greater Austin, and participating child development centers that served 417 students. Classrooms and students displayed high quality of instruction and academic performance, and teacher professional development opportunities are summarized.
Descriptors: Preschool Education, Partnerships in Education, School Districts, School Community Programs
Neugebauer, Sabina; Sandilos, Lia; Coyne, Michael; McCoach, D. Betsy; Ware, Sharon – Early Education and Development, 2020
Research Findings: This study of kindergarten monolingual and Dual Language Learners (DLLs) (N=263; mean age = 63.40 months) and their teachers (N=27) found significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Teachers instructing in classrooms with higher numbers of DLLs…
Descriptors: Language Usage, Bilingualism, Kindergarten, Teacher Student Relationship
