Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Blair, Clancy B. | 1 |
| Cooke, Nancy L. | 1 |
| Helf, Shawnna | 1 |
| Hildebrandt, Lisa M. | 1 |
| Konrad, Moira | 1 |
| Pan, Yi | 1 |
| Peisner-Feinberg, Ellen S. | 1 |
| Schaaf, Jennifer M. | 1 |
| Warnaar, Bethany L. | 1 |
| Willoughby, Michael T. | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
| Kindergarten | 3 |
| Early Childhood Education | 1 |
| Primary Education | 1 |
Audience
Location
| North Carolina | 3 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Early Childhood Longitudinal… | 1 |
| Wechsler Preschool and… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkWilloughby, Michael T.; Blair, Clancy B. – Grantee Submission, 2016
This study tested whether individual executive function (EF) tasks were better characterized as formative or reflective indicators of the latent construct of EF. EF data that were collected as part of the Family Life Project (FLP), a prospective longitudinal study of families who were recruited at the birth of a new child (N = 1,292), when…
Descriptors: Preschool Children, Kindergarten, Executive Function, Formative Evaluation
Helf, Shawnna; Cooke, Nancy L.; Konrad, Moira – Preventing School Failure, 2014
This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest.…
Descriptors: Kindergarten, Supplementary Education, Reading Instruction, Reading Difficulties
Peisner-Feinberg, Ellen S.; Schaaf, Jennifer M.; Hildebrandt, Lisa M.; Pan, Yi; Warnaar, Bethany L. – FPG Child Development Institute, 2015
The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and…
Descriptors: Kindergarten, Educational Quality, State Surveys, Preschool Children
