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Early Education and…6
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Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten
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Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Early Education and Development, 2019
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…
Descriptors: Comparative Analysis, Phonological Awareness, Semantics, Vocabulary Development
Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom
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Strasser, Katherine; Mendive, Susana; Vergara, Daniela; Darricades, Michelle – Early Education and Development, 2018
Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they…
Descriptors: Self Management, Intervention, Preschool Teachers, Language Usage
Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance
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Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun – Early Education and Development, 2014
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
Descriptors: Longitudinal Studies, Economically Disadvantaged, Bilingualism, Monolingualism
The Effects of Content-Enriched Shared Book Reading versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners
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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather – Early Education and Development, 2018
Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…
Descriptors: Vocabulary Development, Language Proficiency, English (Second Language), Bilingual Teachers
Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials
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Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development
Effects of a Brief Tiered Language Intervention for Prekindergartners at Risk
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Zucker, Tricia A.; Solari, Emily J.; Landry, Susan H.; Swank, Paul R. – Early Education and Development, 2013
Research Findings: Multitiered instructional frameworks are becoming a recommended approach for enhancing prevention and intervention efforts targeting early literacy and language skills. However, few studies to date have studied the feasibility of tiered oral language interventions before kindergarten; therefore, this pilot study explored the…
Descriptors: Intervention, Prevention, Oral Language, Vocabulary Development