The effects of an early reading curriculum on language and literacy development of head start children

Journal of Research in Childhood Education

Volumn 18, Issue 3, 2003, Pages 169-178

  Paulson, Lucy Hart ^a   Kelly, Karen L ^a   Jepson, Stacia ^a   Pol, Rick Van Den ^a   Ashmore, Rhea ^a   Farrier, Merle ^a   Guilfoyle, Shannon ^a  

^a UNIVERSITY OF MONTANA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009612522     PISSN: 02568543     EISSN: 21502641     Source Type: Journal    
DOI: 10.1080/02568540409595032     Document Type: Article

References (32)

1. Adams, M. J. (1990). Beginning to read, thinking and learning about print. Cambridge, MA: MIT Press.
2. Bailey, D., & Wolery, M. (1989). Assessing infants and preschoolers with handicaps. Columbus, OH: Merrill Publishing.
3. Bishop, D. V M., & Adams, C. (1990). Aprospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry,31(1) 1027-1050.
4. Braunger, J., Lewis, J. R, & Hagans, R. (1997). Building a knowledge base in reading. Portland, OR: Northwest Regional Educational Laboratory.
5. Brint, S. (1998). Schools and societies. Thousand Oaks, CA: Pine Forge Press.
6. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: McNally.
7. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32(1), 38-50.
8. de Marrais, K B., & LeCompte, M. D. (1999). The way schools work: A sociological analysis of education (3rd ed.). New York: Addison Wesley Longman.
9. Goffin, S. (2000). The role of curriculum models in early childhood education. ERIC Digest #443597 http://askeric.org/plweb-cgi/obtain.pl. Retrieved September 18, 2002.
10. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
11. Hart, B., & Risley, T. R. (1999). The social world of children learning to talk. Baltimore: Paul H. Brookes.
12. Hodgkinson, H. (2000/01). Educational demographics: What teachers should know. Educational Leadership, 58(4), 6-11.
13. Individuals with Disabilities Education Act, Public Law 100-476 (1990).
14. Katims, D., & Pierce, P. (1995). Literacy-rich environments and the transition of young children with special needs. Topics in Early Childhood Special Education, 15(2), 219-234.
15. Layzer, J., Goodson, B., & Moss, M. (1993). Life in preschool: Volume one of an observational study of early childhood programs for disadvantaged four year olds. Cambridge, MA: ABT Associates.
16. Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social compe tence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 19(1), 40-53.
17. Marvin, C., & Wright, D. (1997). Literacy socialization in the homes of preschool children. Language, Speech, and Hearing Services in Schools, 28(2), 154-163.
18. Mayer, M. (1967). A boy, a dog and a frog. New York: Dial Press.
19. Mayer, M. (1974). Frog goes to dinner. New York: Dial Press.
20. Mayer, M., & Mayer, M. (1971). A boy, a dog, a frog and a friend. New York: Dial Press.
21. Mayer, M., & Mayer, M. (1975). One frog too many. New York: Dial Press.
22. Miller, J., & Chapman, R. (1992). SALT. Systematic analysis of language transcripts (computer program). Madison, WI: Language Analysis Laboratory, Waisman Center, University of Wisconsin, Madison.
23. Miller, J. (1981). Assessing language production in children. Baltimore: University Park Press.
24. Moats, L. C. (2000). Speech to print. Baltimore: Paul H. Brookes.
25. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. N1H Publication No. 00-4769. Washington, DC: National Institute of Child Health & Human Development, National Institutes of Health.
26. Paulson, L. H., Noble, L. A., Jepson, S, & van den Pol (2001). Building early literacy and language skills. Longmont, CO: Sopris West.
27. Pretti-Frontczak, K, Kowalski, K, & Brown, R. (2002). Preschool teachers’ use of assessments and curricula: A statewide examination. Exceptional Children, 69(1), 109-123.
28. Rush, KL. (1999). Caregiver-child interactions and early literacy development of preschool children from low-income environments. Topics in Early Childhood Special Education, 19(1), 3-14.
29. Schickedanz, J. (1999). Much more than the ABCs: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children.
30. Snow, C. E., Bums, M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
31. van Kleeck, A. (1998). Preliteracy domains and stages: Laying the foundations for beginning reading. Journal of Children’s Communicative Development, 20(1), 33-51.
32. Whitehurst, G. J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.