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Direct linkLillie Moffett; Amanda Weissman; Meghan McCormick; Christina Weiland; JoAnn Hsueh; Catherine Snow; Jason Sachs – Grantee Submission, 2023
Pre-kindergarten (Pre-K) improves the school readiness of all children, but less is known about whether associations between enrollment in Pre-K and different indicators of social-emotional and executive functioning (EF) skills are sustained as children move into and across elementary school. The current study examines associations between…
Descriptors: Enrollment, Preschool Education, Social Emotional Learning, Executive Function
Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
Fram, Maryah Stella; Kim, Jinseok; Sinha, Sunny – Journal of Family Issues, 2012
Child care is increasingly viewed as an opportunity to enhance children's development and school readiness, with prekindergarten programs and early intervention programs targeting children at different moments of development. Results of existing research are mixed, and although many children experience different child care arrangements at…
Descriptors: School Readiness, Child Care, Preschool Education, Child Development
McDermott, Jennifer Martin; Pears, Katherine C.; Bruce, Jacqueline; Kim, Hyoun K.; Roos, Leslie; Yoerger, Karen L.; Fisher, Philip A. – Grantee Submission, 2017
Background: Among children diagnosed with developmental delays, difficulties in self-regulation are prominent and have been linked to school readiness problems. Objective: The current study sought to examine the impact of the Kids In Transition to School (KITS) school readiness intervention program on self-regulation, with a specific focus on…
Descriptors: Developmental Delays, Self Control, School Readiness, Transitional Programs
What Works Clearinghouse, 2015
In the 2014 report, "Closing the Achievement Gap Through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten," researchers examined the impacts of "Tools of the Mind" on cognitive and academic…
Descriptors: Achievement Gap, Randomized Controlled Trials, Educational Innovation, Kindergarten
Lewis Presser, Ashley; Clements, Margaret; Ginsburg, Herbert; Ertle, Barbrina – Early Education and Development, 2015
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either…
Descriptors: Preschool Curriculum, Preschool Education, Preschool Children, Kindergarten
O'Connor, Rollanda E.; Fulmer, Deborah; Harty, Kristin R.; Bell, Kathryn M. – Journal of Learning Disabilities, 2005
In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose…
Descriptors: Individual Instruction, Reading Instruction, Intervention, Reading Achievement
O'Connor, Rollanda E.; Harty, Kristin R.; Fulmer, Deborah – Journal of Learning Disabilities, 2005
This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on…
Descriptors: Decoding (Reading), Reading Instruction, Intervention, Reading Comprehension
