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Towards a Radical Transformation: Promoting Gender Equality When Children Start School
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Mount-Cors, MaryFaith; Gay, Jill; Diop, Rokhaya – Current Issues in Comparative Education, 2020
Two of the current United Nations Sustainable Development Goals (SDGs) aim for quality education and gender equality, which are inextricably linked. Education efforts in low- and middle-income countries (LMICs) have rarely addressed issues of gender equality as children start school, except to expand access for girls. The authors explore how…
Descriptors: Equal Education, Gender Bias, Socioeconomic Status, Females
Recitation and Listening to Nursery Rhymes in the Familiarization with a Literacy Language in Kindergarteners: Not Kids' Stuff
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Eghbaria-Ghanamah, Hazar; Ghanamah, Rafat; Shalhoub-Awwad, Yasmin; Adi-Japha, Esther; Karni, Avi – Developmental Psychology, 2020
A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of…
Descriptors: Nursery Rhymes, Kindergarten, Semitic Languages, Intervention
Two Models of Learning and Achievement: An Explanation for the Achievement Gap?
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Yeh, Stuart S. – Teachers College Record, 2015
Background/Context: Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective: The purpose of the current article is to propose a new model of the achievement gap. Research Design: Data were analyzed from three…
Descriptors: Models, Achievement Gap, Disadvantaged, Minority Group Students
An Activity-Based Language Intervention Program for Kindergarten Children: A Retrospective Evaluation
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Cohen-Mimran, Ravit; Reznik-Nevet, Liron; Korona-Gaon, Sharon – Early Childhood Education Journal, 2016
The purpose of the present study was to examine the effect of a small-group intervention based on the naturalistic approach on 220 children from 3-5 years of age. All kindergarten children received weekly sessions delivered by a SLP in collaboration with the kindergarten teacher. These sessions included various book related activities. Two…
Descriptors: Kindergarten, Middle Class, Low Income Students, Socioeconomic Status
Middle Childhood Success and Economic Mobility. The Social Genome Project
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Aber, J. Lawrence; Grannis, Kerry Searle; Owen, Stephanie; Sawhill, Isabel V. – Brookings Institution, 2013
This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to analyze competencies that children need to master by the end of elementary school, the extent to which they are doing so, what might be done to improve their performance, and how this might affect their ultimate ability to earn a living…
Descriptors: Early Childhood Education, Longitudinal Studies, Kindergarten, Children
Using Response to Kindergarten and First Grade Intervention to Identify Children At-Risk for Long-Term Reading Difficulties
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Vellutino, Frank R.; Scanlon, Donna M.; Zhang, Haiyan; Schatschneider, Christopher – Reading and Writing: An Interdisciplinary Journal, 2008
Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification and children who scored at or below the 30th percentile on the test were classified as "at risk" for early reading difficulties. Half of these children were randomly assigned to a project-based intervention condition where…
Descriptors: Reading Difficulties, Middle Class, Intervention, Early Reading