NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Joy Lorenzo Kennedy; Claire G. Christensen; Tiffany Salone Maxon; Sarah Nixon Gerard; Elisa B. Garcia; Janna F. Kook; Naomi Hupert; Phil Vahey; Shelley Pasnik – Grantee Submission, 2022
Informational text--resources whose purpose is to inform--is essential to daily life and fundamental to literacy. Unfortunately, young children typically have limited exposure to informational text. Two 9-week randomized controlled trials with 263 first-grade children from low-income communities examined whether free educational videos and digital…
Descriptors: Elementary School Students, Grade 1, Low Income Students, Literacy
Joy Lorenzo Kennedy; Claire G. Christensen; Tiffany Salone Maxon; Sarah Nixon Gerard; Elisa B. Garcia; Janna F. Kook; Naomi Hupert; Phil Vahey; Shelley Pasnik – American Educational Research Journal, 2022
Informational text--resources whose purpose is to inform--is essential to daily life and fundamental to literacy. Unfortunately, young children typically have limited exposure to informational text. Two 9-week randomized controlled trials with 263 first-grade children from low-income communities examined whether free educational videos and digital…
Descriptors: Elementary School Students, Grade 1, Low Income Students, Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Goldenberg, Lauren B.; Wanta, Violet; Fletcher, Andrew – Learning Professional, 2019
Early literacy is the foundation of academic success and predicts outcomes far beyond elementary school. So when only 30% of 3rd graders in New York City public schools scored proficient on the state test in 2014, district leaders began targeting improvements in literacy instruction in grades K-2. In 2016, the New York City Department of Education…
Descriptors: Emergent Literacy, Grade 3, Elementary School Students, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Carmen Sherry – Journal on Education in Emergencies, 2022
Family engagement is a reciprocal relationship between educators and families that supports whole child development. In response to the unique contexts and situations created by the COVID-19 pandemic, a faculty member in the School of Education at Hunter College, City University of New York (SOE), and families that had opted in to 100 percent…
Descriptors: Family Involvement, COVID-19, Pandemics, School Closing