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Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe – Educational Evaluation and Policy Analysis, 2016
As policymakers contemplate expanding preschool opportunities for low-income children, one possibility is to fund 2, rather than 1 year of Head Start for children at ages 3 and 4. Another option is to offer 1 year of Head Start followed by 1 year of pre-K. We ask which of these options is more effective. We use data from the Oklahoma pre-K study…
Descriptors: Kindergarten, Early Childhood Education, Preschool Education, Data Analysis
Eissa, Mourad Ali – Online Submission, 2013
Phonological awareness is the ability to manipulate the individual speech sounds that make up connected speech. Little information is reported on the acquisition of phonological awareness in special populations. The purpose of this study was to explore the effectiveness of a phonological awareness training intervention on pre-reading skills of…
Descriptors: Phonological Awareness, Intervention, Reading Skills, Intellectual Disability
Cooke, Nancy L.; Kretlow, Allison G.; Helf, Shawnna – Preventing School Failure, 2010
Substantial research supports the need for early intervention efforts for students at risk for failure. Despite the empirically documented importance of early, explicit reading intervention for students who enter school without critical prereading skills, many kindergarten programs delay intensive reading instruction until later in the year.…
Descriptors: Reading Readiness, Early Intervention, Early Reading, At Risk Students

LePage, Pamela; Mills, Jane – Child Study Journal, 1990
Preschool students were given picture symbol prereading activities instead of traditional prereading activities. Results indicate that picture prereading activities have a positive effect on preschool children's attitudes toward books. (NH)
Descriptors: Pictorial Stimuli, Prereading Experience, Preschool Children, Preschool Education

Box, Jean Ann – Reading Improvement, 1995
Describes a literacy program for three- and four-year-old children established in a university setting to provide teacher education students an opportunity to read with the children while emphasizing concepts about print. Finds a slight increase in the children's concepts about print and in their familiarity with books. (SR)
Descriptors: Beginning Reading, Emergent Literacy, Laboratory Schools, Prereading Experience
Rolla San Francisco, Andrea; Arias, Melissa; Villers, Renata; Snow, Catherine – International Journal of Educational Research, 2006
Grade retention has been the de facto policy for children with academic difficulties in many Latin American countries [Schiefelbein, E., & Wolff, L. (1992). "Repetition and inadequate achievement in Latin America's primary schools: a review of magnitudes, causes, relationships, and strategies." Washington, DC: World Bank.]. In Costa…
Descriptors: Program Effectiveness, Foreign Countries, Latin Americans, Early Intervention