Early literacy development: Skill growth and relations between classroom variables for preschool children

Journal of Early Intervention

Volumn 29, Issue 1, 2006, Pages 1-21

  Missall, Kristen N ^a   McConnell, Scott R ^b   Cadigan, Karen ^b  

^a UNIVERSITY OF KENTUCKY   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846525072     PISSN: 10538151     EISSN: None     Source Type: Journal    
DOI: 10.1177/105381510602900101     Document Type: Article

References (86)

1. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Administration on Children Youth and Families. (2006). Head Start fact sheet. Retrieved August 10, 2006, from http://www.acf.hhs. gov/programs/hsb/ research/2006.htm
3. Anderson-Yockel, J., & Haynes, W. (1994). Joint picture-book reading strategies in working-class African American and white mother-toddler dyads. Journal of Speech. Language, and Hearing Research, 37, 583-593.
4. Aram, D. M., Ekelman, B. L., & Nation, J. E. (1984). Preschoolers with language disorders: Ten years later. Journal of Speech and Hearing Research, 27, 232-244.
5. August, D. & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.
6. Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities for literacy learning in the homes or urban preschoolers. In L. M. Morrow (Ed.), Family literacy: Connections in schools and communities (pp. 236-252). Newark, DE: International Reading Association.
7. Barnett, W. S., Frede, E. C., Mobasher, H., & Mohr, P. (1988). The efficacy of public preschool programs and the relationship of program quality to efficacy. Educational Evaluation and Policy Analysis, 10, 37-49.
8. Bashir, A. S., & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic success. Journal of Learning Disabilities, 25, 53-65.
9. Baydar, N., Brooks-Gunn, J., & Furstenberg, F. F. (1993). Early warning signs of functional illiteracy: Predictors in childhood and adolescence. Child Development, 64, 815-829.
10. Brooks-Gunn, J., McCornick, M. C., Shapiro, S., Benasich, A. A., & Black, G. W. (1994). The effects of early education intervention on maternal employment, public assistance, and health insurance: The infant health and development program. American Journal of Public Health, 84, 924-930.
11. Brady, S. A., Fowler, A. E., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
12. 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, 289-304.
13. Bryant, D. M., Peisner-Feinberg, E., & Clifford, R. (1993). Evaluation of public preschool programs in North Carolina. Chapel Hill: Frank Porter Graham, University of North Carolina.
14. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
15. Bryk, A. S., Raudenbush, S. W., & Congdon, R. (2005). HLM6: Hierarchical linear and non-linear modeling. Chicago: Scientific Software International.
16. Cadigan, K., & Missall, K. N. (2006). Measuring expressive language growth in young children with autism spectrum disorders. Manuscript under review.
17. Carta, J. J., Atwater, J. B., Schwartz, I. S., & Miller, P. A. (1990). Applications of ecobehavioral analysis to the study of transitions across early education settings. Education and Treatment of Children, 13, 299-315.
18. Carta, J. J., Greenwood, C. R., Luze, G. J., Cline, G., & Kuntz, S. (2004). Developing a general outcome measure of growth in social skills for infants and toddlers. Journal of Early Intervention, 26, 91-114.
19. Chafel, J. A. (Ed.). (1993). Child poverty and public policy. Washington, DC: Urban Institute.
20. Clay, M. E. (1985). Concepts about print. Westport, CT: Greenwood.
21. Clay, M. E. (1989). Concepts about print in English and other languages. The Reading Teacher, 42, 268-276.
22. Compton, D. L. (2000). Modeling the growth of decoding skills in first grade children. Scientific Studies of Reading, 4, 219-259.
23. Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16, 213-235.
24. Deno, S. L. (1997). Whether thou goest...Perspectives on progress monitoring. In J. W. Lloyd, E. J. Kameenui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 77-99). Mahway, NJ: Lawrence Erlbaum Associates.
25. Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test - third edition. Circle Pines, MN: American Guidance Service.
26. Early Childhood Research Institute on Measuring Growth and Development. (1998). Individual Growth and Development Indicators for preschool children. Minneapolis, MN: Center for Early Education and Development, University of Minnesota.
27. Espin, C. A., Shin, J., & Busch, T. W. (2005). Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning. Journal of Learning Disabilities, 38, 353-363.
28. Ezell, H. K., Gonzales, M. D., & Randolph, E. (2002). Emergent literacy skills of migrant Mexican American preschoolers. Communication Disorders Quarterly, 21, 147-156.
29. Federal Interagency Forum on Child and Family Statistics. (1999). America's children: Key national indicators of well-being, 1999. Washington, DC: US Government Printing Office.
30. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-500.
31. Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38, 57-61.
32. Gibbons, K., Howe, K., Phanuef, R., & Silberglitt, B. (2003). Creating and implementing a general outcome measurement system from preschool to grade three: One education district's experience. Presentation at the Pacific Coast Research Conference, La Jolla, CA.
33. Graney, S. B., & Shinn, M. R. (2005). Effects of reading curriculum-based measurement (R-CBM) teacher feedback in general education classrooms. School Psychology Review, 34, 184-201.
34. Greenwood, C. R., Carta, J. J., Kamps, D., & Arreaga-Mayer, C. (1990). Ecobehavioral analysis of classroom instruction. In S. Schroeder (Ed.), Ecobehavioral analysis and development disabilities: The twenty-first century (pp. 33-63). New York: Springer.
35. Greenwood, C. R., Carta, J. J., Kamps, D., & Delquadri, J. (1997). Ecobehavioral assessment systems software. Lawrence, KS: Juniper Gardens Children's Project, University of Kansas.
36. Greenwood, C. R., Luze, G. J., Cline, G., Kuntz, S., & Leitschuh, C. (2002). Developing a general outcome measure of growth in movement for infants and toddlers. Topics in Early Childhood Special Education, 22, 143-157.
37. Gutierrez-Clellan, V. F. (1999). Mediating literacy skills in Spanish-speaking children with special needs. Language, Speech, and Hearing Services in Schools, 30, 285-292.
38. Hammer, C. S., Miccio, A. W., & Wagstaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers' developing English literacy abilities: An initial investigation. Language, Speech, and Hearing Services in Schools, 34, 20-30.
39. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
40. Head Start National Reporting System. (2006). NRS information and resources. Retrieved August 10,2006, from http://www.headstartinfo. org/nrs_i&r.htm
41. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
42. Kadervak, J., & Sulzby, E. (1998). Parent-child joint book reading: An observational protocol for young children. American Journal of Speech-Language Pathology, 7, 33-47.
43. Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
44. Kontos, S., & Wilcox-Herzog, A. (1997). Teachers' interactions with children: Why are they so important? Young Children, 52, 4-12.
45. Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in two- to five-year-old children. Journal of Educational Psychology, 90, 294-311.
46. Lonigan, C. J., Driscoll, K., Phillips, B. M., Cantor, B. G., Anthony, J. L., & Goldstein, H. (2003). A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems. Journal of Early Intervention, 25, 248-262.
47. Luze, G. J., Linebarger, D. L., Greenwood, C. R., Carta, J. J., & Walker, D. (2001). Toward a technology of dynamic indicators of communicative expression for infants and toddlers. School Psychology Review, 30, 383-406.
48. Marston, D. (2005). Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38, 539-544.
49. Marvin, C. A., & Wright, D. (1997). Literacy socialization in the homes of preschool children. Language, Speech, and Hearing Services in Schools, 28, 154-163.
50. McConnell, S. R. (1994). Social context, social validity, and program outcome in early intervention. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Herron, W. L. Heward, J. W. Eshleman & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 75-85). Baltimore: Brookes.
51. th ed., pp. 1231-1246). Bethesda, MD: NASP.
52. Missall, K. N. (2002). Reconceptualizing school adjustment: A search for intervening variables. Dissertation Abstracts International, 63(5-A), 1712.
53. Morrison, F., McMahon, E. H., & Williamson, G. A. (1993). Two strikes from the start: Individual differences in early literacy. Society for Research in Child Development Abstracts, 9, 221.
54. Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554.
55. National Center for Educational Statistics. (1992). Executive summary of adult literacy in America: A first look at the results of the national adult literacy survey. Retrieved from http://www.nces.ed.gov/naal/resources/ execsummprison.asp
56. Neuman, S. B., & Roskos, K. (1990). Play, print, and purpose: Enriching play environments for literacy development. The Reading Teacher, 44, 214-221.
57. No Child Left Behind Act. (2001). Retrieved March 24, 2006, from http://www.ed.gov/policy/elsec/leg/esea02/107-100.pdf
58. Odom, S. L., Peterson, C., McConnell, S. R., & Ostrosky, M. (1990). Ecobehavioral analysis of early education/specialized classroom settings and peer social interaction. Education and Treatment of Children, 13, 317-330.
59. Ortiz, V. (1986). Reading activities and reading proficiency among Hispanic, Black and White students. American Journal of Education, 95, 58-76.
60. Pelligrini, A., & Galda, L. (1993). The effects of thematic-fantasy training in the development of children's story comprehension. American Educational Research Journal, 19, 443-452.
61. Powell, J., Martindale, A., & Kulp, S. (1975). An evaluation of time-sampling measures of behavior. Journal of Applied Behavior Analysis, 8, 463-470.
62. Priest, J. S., McConnell, S. R., McEvoy, M. A., & Shin, J. (2000a). Early Childhood Research Institute on Measuring Growth and Development: Progress in five domains. Paper presented at the annual conference of the Division for Early Childhood, Council for Exceptional Children, Albuquerque, NM.
63. Priest, J. S., McConnell, S. R., Walker, D., Carta, J. J., Kaminski, R. A., McEvoy, M. A., Good, R., Greenwood, C. R., & Shinn, M. R. (2001). General growth outcomes for young children: Developing a foundation for continuous progress measurement. Journal of Early Intervention, 24, 163-180.
64. Priest, J. S., Silberglitt, B., Hall, S., & Estrem, T. L. (2000b). Progress on preschool IGDIs for early literacy. Presentation at Heartland Area Education Association, Des Moines, IA.
65. Puma, M. N., Karweit, N., Price, C., Ricciuti, A., Thompson, W., & Vanden-Kiernan, M. (1997). Prospects: Final report on student outcomes. Washington DC: U.S. Department of Education, Planning and Evaluation Services.
66. nd ed.). Thousand Oaks, CA: Sage.
67. Roberts, J., Rabinowitz, S., Bryant, D. M., Burchinal, M., Koch, M., & Ramey, C. T. (1989). Language skills of children with different preschool experiences. Journal of Speech and Hearing Research, 32, 773-786.
68. Rotholz, D. A., Snyder, P., & Peters, G. (1995). A behavioral comparison of preschool children at high and low risk from prenatal cocaine exposure. Education and Treatment of Children, 18, 1-18.
69. Rowell, E. (1998). "A letter a week, a story a day, and some missed opportunities along the way": A study of literacy in pre-kindergarten classes. Child Study Journal, 28, 201-223.
70. Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
71. Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.
72. Smith, J. R., Brooks-Gunn, J., & Klebanov, P. K. (1997). Consequences of living in poverty for young children's cognitive and verbal ability and early school achievement. In G. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 132-189). New York: Russell Sage Foundation.
73. Smith, M. W., & Dickinson, D. K. (1984). Describing oral language opportunities and environments in Head Start and other preschool classrooms. Early Childhood Research Quarterly, 9, 345-366.
74. Snow, C. E., Burns, M. S. & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
75. Stage, S. A. (2001). Program evaluation using hierarchical linear modeling with curriculum-based measurement reading probes. School Psychology Quarterly, 16, 91-112.
76. Stark, R. E., Bernstein, L. E., Condino, R., Bender, M., Tallal, P., & Catts, H. (1984). Four-year follow-up study of language impaired children. Annals of Dyslexia, 34, 49-68.
77. Stevenson, H. W., & Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child Development, 57, 646-659.
78. Tabors, P. (1997). One child, two languages. Baltimore: Brookes.
79. Torgeson, J. K., & Bryant, B. R. (1994). Test of Phonological Awareness. Austin, TX: Pro-Ed.
80. VanDerHeyden, A. M. (2005). Intervention-driven assessment practices in early childhood/early intervention: Measuring what is possible rather than what is present. Journal of Early Intervention, 28, 28-33.
81. Vernon-Feagans, L., Hammer, C., Miccio, A., & Manlove, E. (2002). Early language and literacy skills in low-income African American and Hispanic children. In S. Newman & D. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 192-210). New York: Guilford Press.
82. Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606-621.
83. Whitehurst, G. J., Epstein, J. N., Angell, A. C., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
84. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
85. Willett, J. B. (1989). Some results on reliability of the longitudinal measurement of change: Implications for the design of studies of individual growth. Educational and Psychological Measurement, 49, 587-603.
86. Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (1992). Preschool language scales - third edition. San Antonio, TX: The Psychological Corporation.