This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation's (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on…

The use of shared book reading is regarded as valuable to support young children to build their oral language and emergent literacy skills in preschool classrooms. Quantitative and qualitative features of early childhood teachers' (ECTs') shared book reading practices are important contributors to quality shared book reading experiences. The aim…

Substantial research has documented that Pre-Kindergarten (Pre-K) programs have important benefits for the school readiness of young children, especially those from low-income backgrounds. Recent studies in this arena have taken advantage of the Regression Discontinuity (RD) design to evaluate the impacts of Pre-K, due to ethical and pragmatic…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching (PBC) paired with scripted supports on teachers' use of shared book reading strategies. The primary dependent variable was percentage of strategies correctly implemented;…

Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in…

Studies that measure the effectiveness of language-training program for children's language development do not clearly identify in adult-child interaction which characteristics of educators' language are most effective, particularly for children over 4 years of age who need to develop complex syntactic skills. Our study aimed to analyze the…

Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is…

The aim of this study is to analyze the effect of Traditional Game Education Program (TGEP) on language development of pre-school children. Dependent and independent variables were determined as the children's language development scores and "traditional game education program", respectively. The study group was determined with…

Perceptual development which depends on ability of learning and maturity, is the most important process of mental development. It is commonly believed that the mental development of children is limited due to city life. Children can learn perceptual elements through movement participation. This improves the cognitive development, which triggers…

This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). The present study focuses on a sample of Head Start children who are both experiencing poverty and scoring below early language and literacy screening benchmarks. This study begins to explore which combination of resources are the…

The purpose of this project was to investigate the effectiveness of a language-focused professional development programme on the knowledge and behaviour of preschool practitioners (sometimes called early years practitioners) in the UK. In Study 1 we determined whether the training received by practitioners is effective in improving their knowledge…

This paper uses meta-analytic techniques to estimate the separate effects of the starting age, program duration, and persistence of impacts of early childhood education programs on children's cognitive and achievement outcomes. It concentrates on studies published before the wide scale penetration of state-pre-K programs. Specifically, data are…

While most early childhood education and care (ECEC) programs taken to scale in the United States have served socially disadvantaged 3- to 5-years-olds, Norway scaled up universal ECEC from age 1. We investigated the consequences of Norway's universal ECEC scale-up for children's early language skills, exploiting variation in ECEC coverage across…

Multi-Tiered Systems of Support (MTSS) is a framework for delivering effective and efficient services and supports to meet the needs of all young children and their families so they can achieve essential developmental and early academic learning outcomes. With this evidence-based planning book and video set, you'll discover how to design,…

Program administrators and policy makers have placed a priority on expanding access to inclusive, center-based early care and education (ECE) for low-income children with special needs, a "doubly vulnerable" population characterized by academic and social-emotional achievement gaps at kindergarten entry. Yet, no research has documented…