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RMC Research Corporation, 2022
Research indicates that vocabulary development--linked to conceptual growth and comprehension--predicts student academic achievement throughout the elementary, middle, and high school grades. Intelligence increases as vocabulary continues to develop. The iSpy program provides high-quality, content-rich classroom books, learning manipulatives, and…
Descriptors: Program Evaluation, Preschool Education, Play, Emergent Literacy
Hedrick, Amanda M. – ProQuest LLC, 2022
Shawnee State University (SSU) founded Project BEAR: Building Emerging and Achieving Readers, an AmeriCorps program, to support literacy development and improve school readiness in the Appalachian region. After the first 2 years of program implementation, areas for growth including enhanced service member recruitment, member onboarding, and…
Descriptors: Federal Programs, Federal Government, Volunteers, School Readiness
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Isaak Papadopoulos – Curriculum Journal, 2025
This research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Learning, Second Language Instruction
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Jones, Curtis J.; Li, Dongmei – Grantee Submission, 2021
Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. Future Forward's approach is informed by both systems theory and a school-family-community partnership model. Future Forward understands that schools are not solely responsible for developing student literacy. Instead of viewing families and…
Descriptors: Literacy Education, Reading Programs, Reading Instruction, Tutorial Programs
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Sarah Caverly; Ginger Stoker – Society for Research on Educational Effectiveness, 2021
Background: Over the past two decades, national attention has emphasized the critical role of early literacy and language instruction in preventing reading difficulties and improved our understanding of how young children learn to read. The research has established that students who are not strong readers by Grade 3 are less likely to build…
Descriptors: Emergent Literacy, Tutoring, Academic Ability, Skill Development
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Rivka Elkoshi – International Journal of Music Education, 2024
Within an Orff-based program implemented in Israel, this mixed-methods study examined the effects of age on emerging rhythmic literacy in children. Participants (N = 132) were kindergarteners (n = 45) and first-graders (n = 87) aged 4 to 7.8 years. The participants performed a rhythm entitled "Rhythm-A" through the body and instrumental…
Descriptors: Preschool Children, Foreign Countries, Grade 1, Elementary School Students
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Henry May; Aly Blakeney; Pragya Shrestha; Mia Mazal; Nicole Kennedy – Journal of Research on Educational Effectiveness, 2024
To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-2017 school year. Long-term…
Descriptors: Reading Programs, Outcomes of Education, Elementary School Students, Reading Tests
Marietta, Geoff; Marietta, Sky – Harvard Education Press, 2020
"Rural Education in America" provides a comprehensive framework for understanding the diversity and complexity of rural communities in the United States and for helping rural educators implement and evaluate successful place-based programs tailored for students and their families. Written by educators who grew up in rural America and…
Descriptors: Rural Education, Student Diversity, Place Based Education, Student Needs
Atlar, Hilal; Uzuner, Yildiz – Online Submission, 2023
Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool…
Descriptors: Foreign Countries, Preschool Children, Hearing Impairments, Deafness
Henry May; Aly Blakeney; Pragya Shrestha; Mia Mazal; Nicole Kennedy – Grantee Submission, 2023
To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-17 school year. Long-term…
Descriptors: Reading Programs, Outcomes of Education, Elementary School Students, Reading Tests
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Schladant, Michelle; Ocasio-Stoutenburg, Lydia; Nunez, Christina; Dowling, Monica; Shearer, Rebecca; Bailey, Jhonelle; Garilli, Austin; Natale, Ruby – Journal of Early Childhood Teacher Education, 2023
Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC's Early Intervention/Early Childhood Special Education…
Descriptors: Inclusion, Faculty Development, Educational Environment, Assistive Technology
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Norman, Taneal; Pearce, Wendy M.; Eastley, Fiona – Australian Journal of Indigenous Education, 2021
'Sounds, Words, Aboriginal Language and Yarning' (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills…
Descriptors: Culturally Relevant Education, Oral Language, Emergent Literacy, Foreign Countries
National Literacy Trust, 2018
Early Words Together at Two aims to help to improve the home learning environments of families of two-year-olds. It is designed for settings, including private and school nurseries and children's centres, who serve low-income families or any children with language and communication difficulties. Between January 2017 and March 2018, the programme…
Descriptors: Foreign Countries, Toddlers, Parent Child Relationship, Parents as Teachers
Cappellini, Chiara; Gilbert, Lisa; Hardy, Henry; McCann, Harriet – National Literacy Trust, 2020
The National Literacy Trust firmly believes in a place-based approach to tackling literacy issues in communities across the UK where low levels of literacy and social mobility are seriously impacting people's lives. In 2013, it launched its Hub model, delivering place-based interventions in areas of the UK with the highest levels of deprivation…
Descriptors: Place Based Education, Literacy Education, Intervention, Foreign Countries
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Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Grantee Submission, 2024
Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
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