Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties

Child Development

Volumn 86, Issue 6, 2015, Pages 1773-1793

  Lonigan, Christopher J ^a   Phillips, Beth M ^a   Clancy, Jeanine L ^a   Landry, Susan H ^b   Swank, Paul R ^b   Assel, Michael ^b   Taylor, Heather B ^b   Klein, Alice ^c   Starkey, Prentice ^c   Domitrovich, Celene E ^d   Eisenberg, Nancy ^e   de Villiers, Jill ^f   de Villiers, Peter ^f   Barnes, Marcia ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TEXAS   (United States)

^c WestEd   (United States)

^d PENNSYLVANIA STATE UNIVERSITY   (United States)

^e ARIZONA STATE UNIVERSITY   (United States)

^f SMITH COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; CONTROLLED STUDY; CURRICULUM; EARLY CHILDHOOD INTERVENTION; EMOTION; FEMALE; HUMAN; LEARNING DISORDERS; MALE; ORGANIZATION AND MANAGEMENT; OUTCOME ASSESSMENT; PRESCHOOL CHILD; PROCEDURES; RANDOMIZED CONTROLLED TRIAL; SCHOOL; SOCIAL BEHAVIOR; UNIVERSITY;

ADULT; CHILD, PRESCHOOL; CURRICULUM; EARLY INTERVENTION (EDUCATION); EMOTIONS; FACULTY; FEMALE; HUMANS; LEARNING DISORDERS; MALE; OUTCOME ASSESSMENT (HEALTH CARE); SCHOOLS; SOCIAL BEHAVIOR;

EID: 84945264212     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/cdev.12460     Document Type: Article

References (65)

1. Aunio, P., & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20, 427-435. doi:10.1016/j.lindif.2010.06.003
2. Barnett, W. S., Jung, K., Yarsoz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299-313. doi:10.1016/j.ecresq.2008.03.001
3. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., ... Gill, S. (2008). Promoting academic and social-emotional readiness: The Head Start REDI Program. Child Development, 79, 1802-1817. doi:10.1111/j.1467-8624.2008.01227.x
4. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. doi:10.1111/j.1467-8624.2007.01019.x
5. Bodrova, E., & Leong, D. J. (2007). Tools of the Mind: The Vygotskian approach to early childhood education (2nd ed.) Upper Saddle River, NJ: Prentice Hall.
6. Brooks-Gunn, J., Rouse, C. E., & McClanahan, S. (2007). Racial and ethnic gaps in school readiness. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness & the transition to kindergarten in the era of accountability (pp. 283-306). Baltimore, MD: Brookes.
7. Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test (3rd ed.). Novato, CA: Academic Therapy.
8. Bullock, M., & Russell, J. A. (1985). Further evidence of preschoolers' interpretation of facial expressions. International Journal of Behavioral Development, 8, 15-38. doi:10.1177/016502548500800103
9. Burchinal, M., McCartney, K., Steinberg, L., Crosnoe, R., Friedman, S. L., McLoyd, V., & Pianta, R. (2011). Examining the Black-White achievement gap among low-income children using the NICHD Study of Early Child Care and Youth Development. Child Development, 82, 1404-1420. doi:10.1111/j.1467-8624.2011.01620.x
10. California Department of Education. (2010). California preschool curriculum frameworks (Vol. 1). Sacramento, CA: Author. Retrieved from http://www.cde.ca.gov/sp/cd/re/psframework.asp
11. Cameron, C. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M.(2008). Effects of classroom organization on letter-word reading in first grade. Journal of School Psychology, 46, 173-192. doi:10.1016/j.jsp.2007.03.002
12. Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112, 579-620.
13. Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32, 743-772. doi:10.3102/00028312032004743
14. Cicchetti, D., & Rogosch, F. A. (1996). Equifinality and multifinality in developmental psychopathology. Development and Psychopathology, 8, 597-600. doi:10.1017/S0954579400007318
15. Clements, D. H., & Sarama, J. (2006, June). Scaling up the implementation of a pre-kindergarten mathematics curriculum: The Building Blocks curriculum. Paper presented at the Institute of Education Sciences Research Conference, Washington, DC. doi:10.1080/19345740801941332
16. Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21, 780-793. doi:10.1080/10409289.2010.514522
17. Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES Research on Early Intervention and Early Childhood Education. (NCSER 2013-3001). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education.
18. Domitrovich, C. E., Cortes, R., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool PATHS curriculum. Journal of Primary Prevention, 28, 67-91. doi:10.1007/s10935-007-0081-0
19. Domitrovich, C. E., Greenberg, M. T., Cortes, R., & Kusche, C. (1999). Manual for the preschool PATHS curriculum. South Deerfield, MA: Channing-Bete.
20. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. doi:10.1037/0012-1649.44.1.217
21. Fantuzzo, J. W., Gadsden, V. L., & McDermott, P. A. (2011). An integrated curriculum to improve mathematics, language, and literacy for Head Start children. American Educational Research Journal, 48, 763-793. doi:10.3102/0002831210385446
22. Farver, J. M., Lonigan, C. J., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 80, 703-719. doi:10.1111/j.1467-8624.2009.01292.x
23. Gormley, W. T., Jr., Phillips, D., & Gayer, T. (2008). Preschool programs can boost school readiness. Science, 320, 1723-1724. doi:10.1126/science.1156019
24. Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2012). Promoting young children's social competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional development resources. Early Education and Development, 23, 809-832. doi:10.1080/10409289.2011.607360
25. Jackson, R., McCoy, A., Pistorino, C., Wilkinson, A., Burghardt, J., & Clark, M., ... Swank, P. (2007). National evaluation of Early Reading First. (Final report). Washington, DC: U.S. Government Printing Office, U.S. Department of Education, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/pdf/20074007.pdf
26. Klein, A., & Starkey, P. (2004). Child Math Assessment. Berkeley, CA: Authors.
27. Klein, A., Starkey, P., & Ramirez, A. (2002). Pre-K Mathematics Curriculum. Glendale, IL: Scott Foresman.
28. LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3-6 years: The short form (SCBE-30). Psychological Assessment, 8, 369-377. doi:10.1037/1040-3590.8.4.369
29. Landry, S. H., Crawford, A., Gunnewig, S., & Swank, P. R. (2000). The CIRCLE-Teacher Behavior Rating Scale. Unpublished research.
30. Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavioral problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 17, 40-53. doi:10.1177/027112149901900104
31. Lonigan, C. J., Clancy-Menchetti, J., Phillips, B. M., McDowell, K., & Farver, J. M. (2005). Literacy Express: A preschool curriculum. Tallahassee, FL: Literacy Express.
32. Lonigan, C. J., & Cunningham, A. E. (2013). Significant differences: Identifying the evidence base for promoting children's early literacy skills in early childhood education. In T. Shanahan & C. J. Lonigan (Eds.), Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond (pp. 161-193). Baltimore, MD: Brookes.
33. Lonigan, C. J., Farver, J. M., Phillips, B. M., & Clancy-Menchetti, J. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24, 305-337. doi:10.1007/s11145-009-9214-6
34. Lonigan, C. J., & Phillips, B. M. (2012). Understanding the contributions of early academic skills to children's success in school. In S. P. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp. 145-158). New York, NY: Routledge.
35. Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114, 111-130. doi:info:doi/10.1016j.jecp.2012.08.010
36. Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008a). Identification of children's skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 55-106). Washington, DC: National Institute for Literacy.
37. Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008b). Impact of code-focused interventions on young children's early literacy skills. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 107-151). Washington, DC: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
38. Lonigan, C. J., Shanahan, T., & Cunningham, A. (2008). Impact of shared-reading interventions on young children's early literacy skills. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 153-171). Washington, DC: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
39. Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. (2007). Test of Preschool Early Literacy. Austin, TX: ProEd.
40. Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 17, 265-292. doi:10.1016/50886-2006(99)80038-6
41. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959. doi:10.1037/0012-1649.43.4.947
42. Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., & Raver, C. (2014). Impact Findings from the Head Start CARES Demonstration: National Evaluation of Three Approaches to Improving Preschoolers' Social and Emotional Competence (OPRE Report 2014-44). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
43. Morris, P., Millenky, M., Raver, C. C., & Jones, S. M. (2013).Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills? Evidence from the foundations of learning project. Early Education and Development, 24, 1020-1042. doi:10.1080/10409289.2013.825187
44. National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author.
45. National Education Goals Panel. (1997). Getting a good start in school. Washington, DC: U.S. Government Printing Office. Retrieved from http://files.eric.ed.gov/fulltext/ED412025.pdf
46. North Carolina Division of Child Development and Early Education. (2013). North Carolina Approved Early Childhood Curricula 2013. Raleigh, NC: Author. Retrieved from http://guilfordchildren.org/wp-content/uploads/2014/08/nc_approved_early_childhood_curricula.pdf
47. Office of Head Start. (2010). The Head Start Child Development and Early Learning Framework: Promoting positive outcomes in early childhood programs serving children 3-5 years old. Washington, DC: Administration of Children and Families, U.S. Department of Health and Human Services. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework.pdf
48. Pakarinen, E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M., Siekkinen, M., & Nurmi, J. E. (2010). Classroom organization and teacher stress predict learning motivation in kindergarten children. European Journal of Psychology of Education, 25, 281-300. doi:dx.doi.org.proxy.lib.fsu.edu/10.1007/s10212-010-0025-6
49. Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605-619. doi:10.1037/90015365
50. Preschool Curriculum Evaluation Research Consortium. (2008). Effects of preschool curriculum programs on school readiness (NCER 2008-2009). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
51. Puma, M., Bell, S., Cook, R., & Heid, C. (2010). Head Start Impact Study: Final report. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
52. Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105, 453-464. doi:10.1037/a0031753
53. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82, 362-378. doi:10.1111/j.1467-8624.2010.01561.x
54. Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry Preschool Study through age 27. Ypsilanti, MI: High/Scope Press.
55. Seymour, H., Roeper, T., & de Villiers, J. (2003). Diagnostic Evaluation of Language Variation-Screening Test. San Antonio, TX: Harcourt.
56. St Pierre, R. G., Ricciuti, A. E., Tao, F., Creps, C., Swartz, J., Lee, W., ... Rimdzius, T. (2003). Third national Even Start evaluation: Program impacts and implications for improvement. Washington, DC: U.S. Department of Education; Abt Associates Inc. for the U.S. Department of Education, Planning and Evaluation Service. Retrieved from http://www2.ed.gov/rschstat/eval/disadv/evenstartthird/toc.html
57. Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). The Stanford-Binet intelligence scale: Guide for administering and scoring. Chicago, IL: Riverside.
58. Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6, 122-128. doi:10.1111/j.1750-8606.2011.00209.x
59. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105-124. doi:10.1207/515374424JCCP3301_11
60. 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. doi:10.1037/0012-1649.24.4.552
61. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. doi:10.1111/j.1467-8624.1998.tb06247.x
62. Wilcox, M. J., Gray, S. L., Guimond, A. B., & Laffery, A. E. (2011). Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26, 278-294. doi:10.1016/j.ecresq.2010.12.003
63. Willoughby, M. T., Kupersmidt, J. B., & Voegler-Lee, M. E. (2012). Is preschool executive function causally related to academic achievement? Child Neuropsychology, 18, 79-91. doi:10.1080/09297049.2011.578572
64. Winsler, A., Tran, H., Hartman, S. C., Madigan, A. L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23, 314-329. doi:10.1016/j.ecresq.2008.02.003
65. Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2008). An effectiveness-based evaluation of five state pre-kindergarten programs. Journal of Policy Analysis and Management, 27, 122-154. doi:10.1002/pam.20310