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The Big Lift Descriptive Analyses: Kindergarten Readiness and Elementary School Reading Outcomes for the 2016-2017 and 2017-2018 Kindergarten Classes. Research Report. RR-2729-SVCF
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Gomez, Celia J.; Whitaker, Anamarie A.; Cannon, Jill S.; Karoly, Lynn A. – RAND Corporation, 2018
Launched in 2012, The Big Lift is a collective impact initiative extending from preschool to third grade that aims to boost children's reading proficiency in San Mateo County, California, through four different types of activities, called "pillars": (1) High-Quality Preschool, (2) Summer Learning, (3) School Attendance, and (4) Family…
Descriptors: Kindergarten, School Readiness, Outcomes of Education, Elementary Schools
Big Lift Participation and School Entry Indicators: Findings for the 2016-2017 Kindergarten Class. Research Report. RR-2131-SVCF
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Gomez, Celia J.; Cannon, Jill S.; Whitaker, Anamarie; Karoly, Lynn A. – RAND Corporation, 2017
The Big Lift is a collective impact initiative extending from preschool to third-grade in San Mateo County, California. The initiative is a partnership of the Silicon Valley Community Foundation, the San Mateo County Office of Education, and the County of San Mateo. Launched in 2012, the initiative aims to boost children's reading proficiency in…
Descriptors: Kindergarten, Learning Experience, School Districts, Family Income
Are Schools Meeting Their Clients' Expectations? Parents Voice Their Perceptions about Children Learning to Read in Schools Today
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Fletcher, Jo; Greenwood, Janinka; Parkhill, Faye – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
This research, as part of a larger project examining effective reading instruction for 10-12 year old students, explores the perceptions of thirteen parents in six schools. The study identified: parents recognise their engagement in reading with their children impacts on children's motivation to read; parents have concerns about the degree to…
Descriptors: Reading Instruction, Parent Attitudes, Preadolescents, Teaching Methods
Transitions into Literacy.
Haussler, Myna M. – 1982
Research suggests that reading is a written language process that is learned naturally in much the same way as oral language. To test this hypothesis, a descriptive, longitudinal study was conducted of the reading development of eight kindergarten and first grade students who showed environmental print awareness but were not considered readers.…
Descriptors: Beginning Reading, Case Studies, Environmental Influences, Longitudinal Studies