This research examines the influence of educator and child expectations on children's self-regulation, early reading, and vocabulary outcomes over two time points. Thirty educators (15 early childhood educators [ECEs] and 15 teachers) and 149 kindergarten children participated in the research. The educators participated in an expectation ranking…

Broad-stroke approaches to vocabulary teaching in preschool include effective instructional elements, yet may be too ill-structured to affect the vocabulary learning of children experiencing serious delays. Using a formative research approach, this study examines the design potential of a supplemental vocabulary instruction technique that…

The purpose of the present study was to determine whether there are systematic differences in literacy skills among children from less-advantaged households, using latent profile analysis. Early reading skills were measured using the Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) literacy tasks.…

Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6-7 years. Many children enter formal…

Early language competence in preschool relates both directly and indirectly to elementary school reading in both 1st and 3rd grades. Further, comprehensive language skills are more strongly related to early reading than are vocabulary scores alone. In response to a challenge by S. A. Bracken (2005), the current article reaffirms the National…