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Can We Measure the Transition to Reading? General Outcome Measures and Early Literacy Development from Preschool to Early Elementary Grades
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McConnell, Scott; Wackerle-Hollman, Alisha – AERA Open, 2016
This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs) assessing children's early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten) through Grade 2, with 8 to 10 measures of language,…
Descriptors: Evaluation Methods, Student Evaluation, Emergent Literacy, Preschool Children
Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance
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Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun – Early Education and Development, 2014
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
Descriptors: Longitudinal Studies, Economically Disadvantaged, Bilingualism, Monolingualism