The effects of a language and literacy intervention on head start children and teachers

Journal of Educational Psychology

Volumn 98, Issue 1, 2006, Pages 63-74

  Wasik, Barbara A ^a   Bond, Mary Alice ^a   Hindman, Annemarie ^b  

^a JOHNS HOPKINS UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Head Start; Intervention; Language; Literacy; Vocabulary

Indexed keywords

EID: 33645745505     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.98.1.63     Document Type: Review

References (52)

1. Alexander, K. L., Entwisle, D. R., & Horsey, C. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70, 87-107.
2. Barnett, W. S. (2001 ). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 421-443). New York: Guilford Press.
3. Barnett, W. S., Young, J., & Schweinhart, L. J. (1998). How preschool education contributes to cognitive development and school success: An empirical model. In W. S. Barnett & S. S. Boocock (Eds.), Early care and education for children in poverty: Promises, programs, and long-term outcomes (pp. 167-184). Buffalo: State University of New York Press.
4. Beals, D. E. (1997). Sources of support for learning words in conversations: Evidence from mealtimes. Journal of Child Language, 24, 673-694.
5. Beck, I., & Juel, C. (1999). The role of decoding in learning to read. In Consortium on Reading Excellence (Eds.), Reading research anthology: The why of reading instruction (pp. 78-87). Novato, CA: Arena Press.
6. Blair, R. C., Higgins, J. J., Topping, M. E., & Mortimer, A. L. (1983). An investigation of the robustness of the t test to the unit of analysis violation. Journal of Statistical Education, 11, 161-169.
7. Bloom, P. (2000). How children learn the meaning of words. Cambridge, MA: MIT Press.
8. Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
9. Brownell, R. (Ed.). (2000). Expressive One-Word Picture Vocabulary Test manual (3rd ed.). Novato, CA: Academic Therapy Publications.
10. Bryant, D. M., Burchinal, M., Lau, L. B., & Sparling, J. J. (1994). Family and classroom correlates of Head Start children's developmental outcomes. Early Childhood Research Quarterly, 9, 289-309.
11. Bryant, D. M., MacLean, M., & Bradley, L. (1990). Rhyme, language, and children's reading. Applied Psycholinguistics, 11, 237-252.
12. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
13. Calls, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
14. Chaney, C. (1998). Preschool language and metalinguistic skills are links to reading success. Applied Psycholinguistics, 19, 433-446.
15. Cole, H. (1995). Jack's garden. New York: Greenwillow Books.
16. Dickinson, D. K. (2001). Book reading in preschool classrooms: Is recommended practice common? In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 175-204). Baltimore: Brookes.
17. Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research and Practice, 16, 186-202.
18. Dickinson. D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.
19. Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.
20. Dunn, L. M., & Dunn, L. M. (1981). Examiner's manual for the PPVT-R: Peabody Picture Vocabulary Test - Revised. Circle Pines. MN: American Guidance Service.
21. Dunn, L. M., & Dunn, L. M. (1997). Examiner's manual for the PPVT-III: Peabody Picture Vocabulary Test - Third Edition. Circle Pines, MN: American Guidance Service.
22. Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
23. Harms, T., Clifford, R., & Cryer, D. (2003). Early Childhood Environment Rating Scale. Williston, VT: Teachers College Press.
24. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
25. Krauss, R. (1989). The carrot seed. New York: HarperTrophy.
26. Metsala, J. L. (1999). Young children's phonological awareness and non-word repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
27. Nelson, K., & Shaw, L. K. (2002). Developing a socially shared symbolic system. In E. Amsel & J. P. Byrnes (Eds.), Language, literacy, and cognitive development: The development of symbolic communication (pp. 27-57). Mahwah, NJ: Erlbaum.
28. Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36, 8-26.
29. NICHD Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71, 960-980.
30. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23-33.
31. Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26, 49-67.
32. Puma, M., Karweit, N., Price, C., Ricciuti, A., Thompson, W., & Vaden-Kiernan, M. (1997). Prospects: Final report on student outcomes. Washington, DC: U.S. Department of Education, Planning and Evaluation Services.
33. Robbing, C., & Ehri, L. E. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
34. Roth, F. P., Speece, D. L., Cooper, D. H., & de la Paz, S. (1996). Unsolved mysteries: How do metalinguistic and narrative skills connect with early reading? Journal of Special Education, 30, 257-277.
35. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
36. Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189.
37. Snow, C. E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
38. Speece, D. L., Roth, F. A., Cooper, D. H., & de la Paz, S. (1999). The relevance of oral language skills to early literacy: A multivariate Analysis. Applied Psycholinguistics, 20, 167-190.
39. Stanovich, K. E., & Siegel, L. S. (1994). The phenotypic performance profile of reading-disabled children: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 934-947.
40. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence form a longitudinal structural model. Developmental Psychology, 38, 934-947.
41. Strickland, D. S. C2001). Early intervention for African-American children considered to be at-risk. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 322-332). New York: Guilford Press.
42. Tabors, P. O. (1997). One child, two languages. Baltimore: Brookes.
43. Vellutino, F. R., Scanlon, D. M., & Spearing, D. (1995). Semantic and phonological coding in poor and normal readers. Journal of Experimental Child Psychology, 85, 83-103.
44. Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1991). Bridging the gap between cognitive and neuropsychological conceptualizations of reading disability, Learning and Individual Differences, 3, 181-203.
45. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250.
46. Wasik, B. A., Bond, M. A., & Hindman, A. (2002). Effective early childhood curriculum for children at risk. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives in early childhood curriculum (pp. 63-89). Greenwich, CT: Information Age.
47. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
48. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.
49. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fishcel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
50. Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-559.
51. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
52. Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. D. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford Press.