Children entering kindergarten vary greatly in their language and literacy skills. Therefore, up-to-date information about evidence-based practices is essential for early childhood educators and policymakers as they support preschool children's language and literacy development. This study used a process modeled after the What Works Clearinghouse…

This Study Snapshot highlights key findings from a study that examines up-to-date information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology…

The "Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research" study examined information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works…

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

This monograph describes the development of a language program for four-year-old disadvantaged boys in Northern Ireland. Various sections of the work describe the steps in devising the program; its objectives, organization, evaluations, and subsequent modifications; the problems affecting implementation, and the efforts made to overcome them; the…

This document is an interim evaluation report of language development curriculums in full year Head Start programs operating in the five state area the Research and Evaluation Center serves. One experimental study in language development carried on in cooperation with the Texas and Tulane centers is reported in depth. The study was implemented in…

A curriculum rationale and model which meet the constraints of what is known of communicatively-based language teaching/learning are presented. The curricula prepares non-English speaking students for higher educational experiences in the U.S. Current program rationales, communicative and interactive teaching, and issues in curriculum design are…

Using Jean Piaget's theory of thinking as a structuring mechanism, this paper presents a theoretical framework for the development of remedial, corrective, and developmental reading programs geared toward teaching reading comprehension. The four stages of intellectual development that Piaget has proposed (sensorimotor, preoperational, concrete…

Articles in this journal issue focus on reading acquisition and instruction. The titles and authors are as follows: (1) "10 Good Ways to Involve Parents in the Reading Program," by Nickolas Criscuolo; (2) "A Parent Guide for Helping the Child with A Reading Disability," by Frederick Duffelmeyer and Dale Baum; (3)…

A review of available research supports the observation that the young child who lives and grows in the midst of dual language opportunities may enjoy benefits of mental flexibility or may suffer burdens of mental confusion. Further research must explore the language-thought relationship, consider the effects of dual language learning on cognitive…