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Bojczyk, Kathryn E.; Haverback, Heather Rogers; Pae, Hye K.; Hairston, Marcy; Haring, Christa D. – Early Child Development and Care, 2019
The purpose of this study was to examine the relations between parents' home literacy practices and the literacy skills of young children at risk for reading difficulties. Participants included 198 kindergarten and first-grade students and their parents. Children were enrolled in two Title I schools in an urban setting. Parents completed the…
Descriptors: Parenting Styles, Child Rearing, Emergent Literacy, Cultural Capital
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Han, Jisu; Neuharth-Pritchett, Stacey – Early Child Development and Care, 2019
This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children, developmental outcomes of four-year-old children receiving varying numbers of intervention services…
Descriptors: Early Intervention, Emergent Literacy, Beginning Reading, Preschool Children
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Grosse, Christiane; Kluczniok, Katharina; Rossbach, Hans-Guenther – Early Child Development and Care, 2019
Based on a theoretical model of instructional quality this study investigates the influence of different dimensions of instructional quality in the school entrance phase on students' language development taking into account child and family background factors as well as structural characteristics of the classroom and teacher's educational beliefs.…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Educational Quality
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Dempsey, Lynn; Skarakis-Doyle, Elizabeth – Early Child Development and Care, 2019
The purpose of this study was to explore pre-readers' comprehension of a story with competing character goals. Fifty-eight children in three age groups (2½-3 years; 3-4 years; and 4-5 years) were read a story in which the protagonist's goal was unstated and conflicted with the goal of the secondary character. Understanding of explicit story…
Descriptors: Preschool Children, Prereading Experience, Reading Comprehension, Story Telling
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Batki, Anna – Early Child Development and Care, 2018
With access to a unique sample of post-institutionalized Hungarian children, this study focused on the hypothesis that children who had been institutionalized for at least six months after birth have less developed capacities for emotion regulation; 90 children, aged 4-6, were placed in 1 of 3 groups: (1) children who had been institutionalized…
Descriptors: Children, Institutionalized Persons, Adoption, Child Rearing
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Hayes, Nicole; Berthelsen, Donna C.; Nicholson, Jan M.; Walker, Sue – Early Child Development and Care, 2018
This study examined the socio-demographic factors associated with trajectories of parental involvement in shared book reading and other home activities for children aged 2-6 years. The study uses data from 3836 families participating in "Growing up in Australia: The Longitudinal Study of Australian Children." Latent growth curve models…
Descriptors: Foreign Countries, Parent Participation, Family Environment, Learning Activities
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Zarrella, Immacolata; Lonigro, Antonia; Perrella, Raffaella; Caviglia, Giorgio; Laghi, Fiorenzo – Early Child Development and Care, 2018
The present research explored the relation between socio-cognitive skills, as Theory of Mind and affective empathy, social behaviour, attachment style and scholastic success in children, aged from 8 to 11 years (N = 159; 90 females, 69 males; M[subscript age] = 9,60; DS = 0.78). Several assessment tools were administered to children on mentalizing…
Descriptors: Social Behavior, Empathy, Child Development, Academic Achievement
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Poolman, B. G.; Leseman, P. P. M.; Doornenbal, J. M.; Minnaert, A. E. M. G. – Early Child Development and Care, 2017
Rural children are a largely understudied population in language and literacy research, despite the fact that these children often enter school with delays in their language development. Since most rural areas suffered from so-called selective rural outmigration, many parents in rural areas are lower or middle educated. The home literacy climate,…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Primary Education
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Sénéchal, Monique – Early Child Development and Care, 2017
The goal was to assess the role of invented spelling to subsequent reading and spelling as proposed by the Nested Skills Model of Early Literacy Acquisition. 107 English-speaking children were tested at the beginning of kindergarten and grade 1, and at the end of grade 1. The findings provided support for the proposed model. First, the role played…
Descriptors: Spelling, Invented Spelling, Kindergarten, Grade 1
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Hindman, Annemarie H.; Wasik, Barbara A. – Early Child Development and Care, 2017
The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who…
Descriptors: Preschool Children, Emergent Literacy, Language Acquisition, Coaching (Performance)
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Richter, David; Lehrl, Simone; Weinert, Sabine – Early Child Development and Care, 2016
The present paper was written under the auspices of the interdisciplinary research group "Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS)" (FOR 543), funded by the German Research Foundation (DFG). The surveys were conceptualised and supervised as part of the developmental…
Descriptors: Elementary School Students, Developmental Psychology, Financial Support, Interdisciplinary Approach
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Mughal, Muhammad Kashif; Ginn, Carla S.; Perry, Robert L.; Benzies, Karen M. – Early Child Development and Care, 2016
We explored longitudinal effects of a two-generation preschool programme on receptive language scores in children (n = 78) at age 10 years, living with low income. Scores at four time-points, programme intake, exit, age 7, and age 10 years were measured using the "Peabody picture vocabulary test" (3rd ed.). Effects of culture…
Descriptors: Foreign Countries, Longitudinal Studies, Preschool Children, Preschool Education
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Xu, Yaoying – Early Child Development and Care, 2015
The purpose of this study was to examine the effects of adapted peer tutoring (APT) on social interactions and early language and literacy skills of pre-school-age children who were English language learners (ELLs). APT was the treatment for this study. Quasi-experimental group comparison design was applied. Two inclusive pre-school classrooms…
Descriptors: English Language Learners, Peer Teaching, Tutoring, Tutors
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Holmes, Robyn M.; Romeo, Lynn; Ciraola, Stephanie; Grushko, Michelle – Early Child Development and Care, 2015
In this study, we explore the interconnectedness between children's creativity, social play, and language abilities. The participants were 225 (109 girls, 116 boys) preschool children, from diverse European American, African American, and Hispanic ethnic heritages. We assessed the children in three ways. First, each child completed the Goodenough…
Descriptors: Correlation, Creativity, Language Skills, Receptive Language
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Bojczyk, Kathryn E.; Rogers-Haverback, Heather; Pae, Hye; Davis, Anna E.; Mason, Rihana S. – Early Child Development and Care, 2015
Children from different backgrounds have disparate access to cultural capital, which may influence their academic success. The purpose of this study was to examine the links between family background, home literacy experiences, and emergent literacy skills among preschoolers enrolled in Head Start programmes. The background characteristics studied…
Descriptors: Cultural Capital, Family Characteristics, Emergent Literacy, Family Environment
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