Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based…

The application of Response to Intervention (RtI) to early childhood settings presents many opportunities and challenges; however, it remains unclear how best to implement this framework in settings in which children at risk of academic difficulty are overrepresented, like Head Start. One of the first steps in implementing any RtI process is the…

This study examined the relative contributions of Latino/a children's (N = 102) school readiness and early literacy skills during kindergarten in predicting first grade reading achievement. By using discriminant function analyses, the current study identified a set of areas to assess that could be used to effectively screen children during…

This study investigated the classification accuracy of the "Dynamic Indicators of Vocabulary Skills" (DIVS) as a preschool vocabulary screening measure. With a sample of 240 preschoolers, fall and winter DIVS scores were used to predict year-end vocabulary risk using the 25th percentile on the "Peabody Picture Vocabulary Test--Third…

Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…

The preschool years are a critical time to identify and treat early emotional or behavioral problems. Universal screening can be used to identify emotional and behavioral risk in preschoolers and fits well within current service delivery frameworks. This criterion-related validity study examined the use of a brief teacher-rated screener, the…

Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…

Normal and neurologically handicapped six year olds were administered the Peabody Picture Vocabulary Test--Form A, the Riley Preschool Developmental Screening Inventory-Designs, the Riley Make-a-Boy, and the McCarthy Scales of Children's Ability Designs. Significant differences were found between the two groups on all instruments. (Author/SJL)

Comparison of the Picture Vocabulary subtest of the Test of Language Development--Primary (TOLD-P-PV) and the Peabody Picture Vocabulary Test--Revised (PPVT-R) with first- through third-graders (N=48) revealed a strong correlation between the two receptive vocabulary measures. (CB)

Thirty-six children, aged four-five, completed four vocabulary measures: Peabody Picture Vocabulary Test-Revised, Picture Vocabulary subtest of the Test of Oral Language Development, Expressive One-Word Picture Vocabulary Test, and Receptive One-Word Picture Vocabulary Test. Only moderate correlations were found among these tests, implying that a…