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Download full textUrsache, A.; Blair, C.; Bierman, K.; Nix, R. – Society for Research on Educational Effectiveness, 2011
In the current study the authors examine follow-up effects of the pre-K REDI intervention on executive functioning and adaptive learning behaviors, one year post intervention, when the children are in kindergarten. They find that although there are intervention effects on EF (executive functioning) at the end of pre-K, these effects are not…
Descriptors: Cognitive Processes, Kindergarten, Intervention, Young Children
Direct linkHill, Doris Adams; Flores, Margaret M.; Kearley, Regina F. – Teacher Education and Special Education, 2014
The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…
Descriptors: Extended School Year, Preservice Teachers, Kindergarten, Elementary School Students
Peer reviewedSilverman, Rebecca Deffes – Elementary School Journal, 2007
In this study I investigated the effectiveness of a kindergarten vocabulary intervention, developed based on previous research on characteristics of effective vocabulary intervention through storybook read-alouds, in 5 kindergarten classrooms. Among these classrooms were 3 mainstream, 1 two-way bilingual, and 1 structured immersion classroom. The…
Descriptors: Kindergarten, Intervention, Vocabulary Development, Reading Aloud to Others
