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Wendy M. Reinke; Melissa Stormont; Keith C. Herman; Sean Wachsmuth; Lori Newcomer – Journal of Positive Behavior Interventions, 2015
Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Intervention
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Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel – National Center for Education Statistics, 2016
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in…
Descriptors: Grade 3, Early Childhood Education, Longitudinal Studies, Kindergarten
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Glumbic, Nenad; Brojcin, Branislav – Research in Developmental Disabilities: A Multidisciplinary Journal, 2012
Keeping in mind that traditional tests were largely insensitive to pragmatic impairment, Bishop (2003) created a second version of the "Children's Communication Checklist" (CCC-2) in order to identify pragmatic deficits in children with communication problems. Unfortunately, it was revealed that certain subscales of the Serbian version…
Descriptors: Factor Structure, Check Lists, Foreign Countries, Factor Analysis
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Tourangeau, Karen; Nord, Christine; Lê, Thanh; Wallner-Allen, Kathleen; Vaden-Kiernan, Nancy; Blaker, Lisa; Najarian, Michelle – National Center for Education Statistics, 2018
This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the fourth-grade round of data collection. The first chapter provides an overview of the…
Descriptors: Children, Longitudinal Studies, Surveys, Kindergarten
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Beck, Danielle M.; Schaefer, Catherine; Pang, Karen; Carlson, Stephanie M. – Journal of Cognition and Development, 2011
Research suggests that executive function (EF) may distinguish between children who are well- or ill-prepared for kindergarten; however, little is known about the test-retest reliability of measures of EF for children. We aimed to establish a battery of EF measures that are sensitive to both development and individual differences across the…
Descriptors: Test Reliability, Preschool Children, Cognitive Processes, School Readiness
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Titley, Jonathan E.; D'Amato, Rik Carl; Koehler-Hak, Kathrine M. – Contemporary School Psychology, 2014
The identification of children at-risk for reading problems can be costly and time-consuming. Previous research has indicated that teachers are relatively accurate in assessing children's overall reading ability. This study investigated the accuracy of kindergarten and first grade teacher rating scales in predicting children's reading…
Descriptors: Literacy, Student Evaluation, Achievement Rating, At Risk Students
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Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena – Early Education and Development, 2012
Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in…
Descriptors: Foreign Countries, Early Childhood Education, Kindergarten, Classroom Observation Techniques
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Shah, Mira B.; Schaefer, Barbara A.; Clark, Teresa P. – International Journal of School & Educational Psychology, 2013
To effectively provide early interventions to children, identifying those who are in need of these interventions is essential. In India, several problems hinder the process of early identification, including a lack of standardized measures for assessment. This study investigates the utility of the Bracken School Readiness Assessment, Third Edition…
Descriptors: Foreign Countries, Intervention, School Readiness, Young Children
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Pufpaff, Lisa A. – Communication Disorders Quarterly, 2011
Children with little or no functional speech are at risk for literacy acquisition. Assessment of early literacy skills is particularly challenging among this population due to the need for children to provide a spoken response to tasks. This study explored the effects of adapted response modes on measures of phonological sensitivity. Assessment…
Descriptors: Kindergarten, Emergent Literacy, Evaluation, Young Children
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Zhang, Xiao; Nurmi, Jari-Erik; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Aunola, Kaisa – Learning and Individual Differences, 2011
This study aims to validate a teacher-report measure of children's task-avoidant behavior, namely the Behavioral Strategy Rating Scale (BSRS), in a sample of 352 Finnish children. In each of the four waves from Kindergarten to Grade 2, teachers rated children's task-avoidant behavior using the BSRS, children completed reading and mathematics…
Descriptors: Test Items, Validity, Mathematics Tests, Rating Scales
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Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Trossmann, Kaili; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik – Early Education and Development, 2012
Research Findings: The aim of the study was to examine the applicability and psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM; D. J. Stipek & P. Byler, 2005) outside the United States. The ECCOM was used to observe 83 kindergarten teachers (49 in Finland and 34 in Estonia) in classroom situations.…
Descriptors: Classroom Observation Techniques, Measures (Individuals), Educational Quality, Kindergarten
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Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana – Journal of Research in Childhood Education, 2013
With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents have…
Descriptors: Questionnaires, English Language Learners, Kindergarten, Bilingual Students
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Schmitz, Stephanie L.; Loy, Sedona – Reading Improvement, 2014
As the ability to read proficiently is essential for success both in and out of the school setting, literacy has become an area of particular focus in today's classrooms. While recent assessments indicate that students are making progress in the area of reading (e.g., National Assessment of Educational Progress [NAEP], 2011), there continues to be…
Descriptors: Reading Programs, Reading Achievement, Program Evaluation, Program Effectiveness
Feldmann, Gregory Michael – ProQuest LLC, 2012
Because of a greater need to focus on early achievement in mathematics and increased global competition in this area, emphasis is increasingly being placed upon screening and monitoring of math development in early elementary to ensure progress for all students. Although protocols for early literacy assessment exist, research of psychometrically…
Descriptors: Mathematics Achievement, Program Effectiveness, Kindergarten, Numeracy
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Goffreda, Catherine T.; DiPerna, James Clyde – School Psychology Review, 2010
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are brief measures of early literacy skills for students in Grades K-6 (University of Oregon, 2009; see Kaminski & Good, 1996). School psychologists and other educational professionals use DIBELS to identify students who are in need of early intervention. The purpose of this review was…
Descriptors: Early Intervention, Reading Fluency, School Psychologists, Validity
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