This paper draws data from a 5-year ethnographic study of young multilingual (Mixteco/Spanish/English) children in their early childhood classrooms. In this paper, we focus on two of the children and their distinctive paths as they develop language and literacy. Using a sociocultural and multimodal theoretical framework we examine how these two…

We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on "n" = 255 low-income Black and Hispanic students, and "n" = 60 kindergarten classrooms in the baseline year of an intervention…

School readiness has captured our attention. Across the country, policymakers, politicians, advocates, educators, and community members are forging alliances to increase children's access to the kinds of early childhood experiences that will best prepare them for success in school. At the same time, census figures indicate that the child…

Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The…

The purpose of this researcher was to develop an understanding of how parents are involved in their special education child's learning and to explore possible differences in parental engagement across age or grade levels (kindergarten through fifth grade) and cultural backgrounds. This researcher focused on Hispanic/Latino, Asian, and African…

This study examined the correlation between the DIAL-3 scores of disadvantaged students from Head Start, students from other preschools, and students that did not attend a preschool. The study consisted of 110 students who were currently attending kindergarten at an elementary school in Rockland County. The instrument used for this study was the…

Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy…

This double issue of "The Evaluation Exchange" focuses on one of the central components of complementary learning: family involvement. As outlined in the Theory & Practice article, investments in family involvement are important across ages and settings and through the co-constructed efforts and shared responsibilities of many…

Overview: A recent evaluation of children who had participated in the Parent-Child Home Program (PCHP) as toddlers found that at kindergarten age, these children were performing at levels expected for their age, despite the fact that they had multiple factors putting them at risk for school failure. The Study: In the winter and spring of 2002, 135…