This report presents results from the "Ready To Learn" Prekindergarten Transmedia Mathematics Study, a principal part of the summative evaluation of "Ready To Learn," which is a partnership between the US Department of Education, the Corporation for Public Broadcasting, and PBS. Researchers found that preschool children who…

A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only.…

Purpose: This study was conducted to determine the effectiveness of teachers' use of a print-referencing style during whole-class read-alouds with respect to accelerating 4- and 5-year-old children's print-knowledge development. It also examined 8 specific child- and setting-level moderators to determine whether these influenced the relation…

This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive…

This study illustrates the types of information microgenetic methods can yield. Ninety-seven 5-year olds who had not mastered number conservation were given training in conservation or in reasoning about conservation. Results elucidate how changes in thinking occur and demonstrate children's efforts to understand other people's reasoning. (SLD)

While mathematics instruction for very young children needs to be age-appropriate in format and content, it also needs to prepare children conceptually for the kinds of mathematics learning that will be expected of them in future years. This perspective, informed by the work of Russian psychologists and educators on a measurement-based approach to…

Four-year olds (n=167) in Head Start were assigned to an intervention condition involving an add-on emergent literacy curriculum or the regular Head Start program. Intervention effects were large for writing and print domains and were noted for language when primary caregivers were actively involved in the intervention. (SLD)

The effects of 2 preschool-based shared-reading interventions were evaluated with 95 children, ages 2- to 5-years, from low-income families. Language skills of the children were below age-level as measured by standardized tests. Children were pretested and randomly assigned to 1 of 3 conditions: (a) no-treatment control, (b) typical shared-reading…