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Direct linkAtteberry, Allison; Bassok, Daphna; Wong, Vivian C. – Educational Evaluation and Policy Analysis, 2019
This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K that increased class time by 600 hours. The full-day pre-K offer produced substantial, positive…
Descriptors: School Schedules, Preschool Education, School Readiness, Program Effectiveness
Download full textWasik, Barbara A.; Hindman, Annemarie H. – Grantee Submission, 2020
Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the…
Descriptors: Preschool Teachers, Faculty Development, Preschool Children, Vocabulary Development
Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L. – Exceptional Children, 2019
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention…
Descriptors: Individual Differences, Vocabulary Development, Receptive Language, Kindergarten
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development
Slavin, Robert E.; Madden, Nancy; Calderon, Margarita; Chamberlain, Anne; Hennessy, Megan – Center for Research and Reform in Education, 2010
This paper reports the fifth-year results of a study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned beginning in kindergarten to Transitional Bilingual Education (TBE) or Structured English Immersion (SEI). This is the first randomized study to compare TBE and SEI reading…
Descriptors: Bilingual Education, Receptive Language, Language Skills, Bilingualism
