The present study aimed to examine the effects of the Quality Book Reading (NIKO) Early Intervention Program on Turkish mothers of children with Down syndrome aged between 2 and 6 years and their children. The research was conducted using the convergent parallel mixed design with 17 mother-child dyads determined by random assignment. Nine…

This study addresses a gap in resilience interventions for rural preschoolers by validating a 14-week play-based picture-book reading program involving 80 Chinese preschoolers aged 4-5 years. Participants were randomly assigned to non-intervention (NI), play intervention (PI), picture-book reading intervention (PRI), or play-based picture-book…

This study is carried out to investigate the impact of Interactive storybook reading method on scientific vocabulary acquisition by children. The study pattern employed was an experimental one, involving pre-test, post-test, follow-up test, and control group. The study group was composed of 52 children (26 in the experiment group, and 26 in the…

Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement,…

This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children, developmental outcomes of four-year-old children receiving varying numbers of intervention services…

This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

Demonstrates feasibility and benefits of involving parents in learning by explaining the Coventry Community Education Project (CEP). Gives practical examples of strategies used and discusses research data to support belief that high standards can result from such intervention programs. Implications for curriculum planners and educational policy…

Examines preschool children's understanding of the reading process. Results indicate that children's immediate experiences and their developmental characteristics had an impact on their conception of reading. (Author/AS)

An account of the Barking Reading Project designed to prepare classroom teachers (instead of reading specialists) to respond to children with severe reading difficulties. The subject of a two-year government research study, the project's findings endorse initiatives that promote classroom teacher ability to make good teaching decisions relating to…

Describes how an English Junior School developed a parent involvement program aimed at improving reading. Provides anecdotal accounts of its success as well as a discussion of crucial elements to an effective program. (DT)