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Improving the Language Skills of Pre-Kindergarten Students: Preliminary Impacts of the "Let's Know!" Experimental Curriculum
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Johanson, Megan; Arthur, Ann M. – Grantee Submission, 2016
Background: Improving children's oral language skills is an important focus of educational research and practice; however, relatively few interventions have demonstrated impacts on these skills. This work makes a unique contribution to our understanding of the effects of language-focused interventions in pre-kindergarten settings by examining…
Descriptors: Preschool Children, Language Skills, Skill Development, Oral Language
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
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Weiland, Christina; Yoshikawa, Hirokazu – Child Development, 2013
Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness,…
Descriptors: Preschool Education, Program Effectiveness, Mathematics Skills, Emotional Development
Large Group Narrative Intervention in Head Start Preschools: Implications for Response to Intervention
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Spencer, Trina D.; Petersen, Douglas B.; Slocum, Timothy A.; Allen, Melissa M. – Journal of Early Childhood Research, 2015
This study investigated the effect of a large group narrative intervention on diverse preschoolers' narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms…
Descriptors: Early Intervention, At Risk Students, Preschool Education, Quasiexperimental Design
Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison
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Barnett, W. Steven; Yarosz, Donald J.; Thomas, Jessica; Jung, Kwanghee; Blanco, Dulce – Early Childhood Research Quarterly, 2007
An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English…
Descriptors: English Curriculum, Preschool Education, Teacher Qualifications, Second Language Learning
Effects of a 15-Week Language for Learning Implementation with Children in an Integrated Preschool.
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Waldron-Soler, Kathleen M.; Martella, Ronald C.; Marchand-Martella, Nancy E.; Tso, Marion E.; Warner, Dennis A.; Miller, Darcy E. – Journal of Direct Instruction, 2002
Describes an investigation of the effects of a 15-week implementation of the Language for Learning program on the language and social interaction skills of preschoolers. Shows that children with developmental delays instructed with Language for Learning exhibited greater improvement in receptive and expressive language skills, and social…
Descriptors: Developmental Delays, Interpersonal Competence, Language Skills, Preschool Education
Preschoolers with Phonological and Language Disorders: Treating Different Linguistic Domains.
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Tyler, Ann A.; Sandoval, Kathleen Teipner – Language, Speech, and Hearing Services in Schools, 1994
Six preschoolers with moderate to severe disorders in both language and phonology received intervention that differentially focused on language, phonology, or both domains. Treatment that directly focused on phonology or treatment that involved a combination of a direct focus on phonology and an indirect focus on language resulted in the largest…
Descriptors: Delayed Speech, Intervention, Language Acquisition, Language Impairments
The Generalized Effects of Training Trainers To Teach Parents To Implement Milieu Teaching.
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Hester, Peggy P.; And Others – Journal of Early Intervention, 1996
This study examined the effects of training three individuals to teach parents of preschool children with disabilities to implement milieu language teaching and generalize these skills for home use. Four strategies for parent training were taught. All six children increased use of target language skills in training sessions and showed modest…
Descriptors: Disabilities, Generalization, Intervention, Language Acquisition