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Direct linkGomez, Celia J.; Whitaker, Anamarie A.; Cannon, Jill S.; Karoly, Lynn A. – RAND Corporation, 2018
The Big Lift™ (Big Lift) is a preschool-third-grade collective impact initiative in San Mateo County, California. The initiative is a partnership of the County of San Mateo, San Mateo County Office of Education, and the Silicon Valley Community Foundation. Launched in 2012, the initiative aims to boost children's reading proficiency by third grade…
Descriptors: Kindergarten, School Readiness, Outcomes of Education, Elementary Education
Titone, Renzo – Prospects, 1985
This discussion reviews literature on early bilingualism and early reading in two languages and summarizes a research project aimed at developing the experimental conditions for teaching early bilingual reading in institutional settings. The review notes positive effects of early reading generally and of early bilingual literacy on intellectual…
Descriptors: Bilingual Education, Bilingualism, Classroom Techniques, Cognitive Development
Peer reviewedHolden, Constance – Science, 1990
Describes the history of early childhood intervention programs. Outlines research results related to the effects of the programs. Discusses the fadeout phenomenon of the graduates of the programs. Presents an introduction of the "Success for All" program in Baltimore. (YP)
Descriptors: Early Childhood Education, Early Experience, Early Intervention, Early Reading
Peer reviewedBlatchford, Peter; Plewis, Ian – British Educational Research Journal, 1990
Presents results from 2 British studies relating preschool reading skills and reading attainment reached by age 11. Substantiates and extends earlier research that correlated early letter identification with reading ability at age seven. Also indicates no support for hypothesis that letter sounding rather than naming predicts subsequent reading…
Descriptors: Beginning Reading, Correlation, Early Reading, Foreign Countries
Peer reviewedHannon, Peter; James, Sue – British Educational Research Journal, 1990
Interviews 40 British parents and their children's nursery school teachers, concerning parental involvement in children's preschool reading and writing. Reveals parents frequently assist and direct their children in language arts activities but do not feel confident and teachers expressed doubts about parental interest. Shows need for greater…
Descriptors: Child Development, Early Reading, Foreign Countries, Interviews
