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Direct linkCenter for IDEA Early Childhood Data Systems (DaSy), 2023
The Individuals with Disabilities Education Act (IDEA) funds programs providing services designed to assist children with a range of delays and disabilities in achieving individualized developmental and functional goals. There are two types of programs. Part C Early Intervention is for children ages birth-2, and Part B Preschool is for children…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities
Peer reviewed
Download full textCui, Jiashan; Natzke, Luke – National Center for Education Statistics, 2020
This report presents data on the early childhood care and education arrangements for children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten by 2019. The report also presents data on selected family activities. These data represent circumstances before the implementation of coronavirus pandemic…
Descriptors: Early Childhood Education, Child Care, Young Children, Family Role
Dahlke, Katie; Yang, Rui; Martínez, Carmen; Chavez, Suzette; Martin, Alejandra; Hawkinson, Laura; Shields, Joseph; Garland, Marshall; Carle, Jill – Regional Educational Laboratory Southwest, 2017
The New Mexico Public Education Department developed the Kindergarten Observation Tool (KOT) as a multidimensional observational measure of students' knowledge and skills at kindergarten entry. The primary purpose of the KOT is to inform instruction, so that kindergarten teachers can use the information about their students' knowledge and skills…
Descriptors: Test Validity, Observation, Measures (Individuals), Kindergarten
Early Childhood Technical Assistance Center, 2016
In 2014-2015, children with delays or disabilities who received services under the Individuals with Disabilities Act (IDEA) showed greater than expected developmental progress. Many children exited the program functioning within age expectations, and most made progress. States' Part C and Part B Preschool programs report data annually on three…
Descriptors: Developmental Disabilities, Developmental Delays, Young Children, Program Effectiveness
Scholastic Inc., 2019
The "Kids & Family Reading Report" is a national survey sharing the views of both kids and parents on reading books for fun and the influences that impact kids' reading frequency and attitudes toward reading. "The Rise of Read-Aloud" is one installment the Scholastic "Kids & Family Reading Report™: 7th…
Descriptors: Reading Habits, Oral Reading, Emergent Literacy, Parent Role
Scholastic Inc., 2019
The "Kids & Family Reading Report" is a national survey sharing the views of both kids and parents on reading books for fun and the influences that impact kids' reading frequency and attitudes toward reading. "Finding Their Story" is the second installment of the Scholastic "Kids & Family Reading Report™: 7th…
Descriptors: Reading Habits, Oral Reading, Emergent Literacy, Parent Role
Scholastic Inc., 2017
This report presents the 6th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on: (1) Reading Books for Fun; (2) Reading Aloud; (3) Summer Reading; and (4) Favorite Children's Books. This research provides both reasons to celebrate as well as a strong motivation to…
Descriptors: Reading Habits, Oral Reading, Emergent Literacy, Parent Role
Formby, Susie – National Literacy Trust, 2014
This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample…
Descriptors: Foreign Countries, National Surveys, Emergent Literacy, Young Children
Formby, Susie – National Literacy Trust, 2014
Technology is playing an increasingly large role in children's reading, writing and daily lives. In the last year use of tablet computers by five to 15-year-olds has increased three-fold (14% to 42%) and 28% of three to four-year-olds use a tablet computer. However, little attention has been paid to the impact of new technologies on children's…
Descriptors: Early Childhood Education, Technology Uses in Education, Handheld Devices, Telecommunications
Cassady, Jerrell C.; Smith, Lawrence L. – Reading Psychology an international quarterly, 2004
Following research on phonological awareness development, this study explores children's acquisition of blending skills using three types of stimuli: body-coda, onset-rime, and phonemes. The results demonstrated that kindergarten children consistently gained proficiency for blending body-coda stimuli prior to onset-rime stimuli and phonemes. The…
Descriptors: Emergent Literacy, Young Children, Phonemes, Kindergarten
National Institute for Literacy, 2008
The National Early Literacy Panel (NELP) was appointed in 2002 and carried out its work under the auspices of the National Center for Family Literacy (NCFL). NELP's primary goal was to identify interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills. The National Institute…
Descriptors: Early Childhood Education, Home Programs, Young Children, Program Effectiveness
Grace, Cathy; Shores, Elizabeth F.; Zaslow, Martha; Brown, Brett; Aufseeser, Dena; Bell, Lynn – National Center for Rural Early Childhood Learning Initiatives - Mississippi State University Early Childhood Institute, 2006
This report shows the rural disparities in the baseline data of the Birth and Kindergarten Cohorts of the national Early Childhood Longitudinal Study (ECLS). The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood, commissioned Child Trends to perform the analysis of key indicators of child well-being and…
Descriptors: Kindergarten, Geographic Regions, Young Children, School Readiness
Zakaluk, Beverley L.; Straw, Stanley B.; Smith, Karen E. – Online Submission, 2005
Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999,…
Descriptors: Control Groups, Neighborhoods, Middle Class, Placement
