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Reynolds AJ, Ou S, Temple JA. A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age. Students who participated in an intensive childhood education program from preschool to third grade were more likely to achieve an academic degree beyond high school, compared to a similar group that received other intervention services as children, with greater benefits for those whose mothers were high school dropouts. Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function. This study found that young 4-, 5- and 6-year-olds who engaged in more conversation at home had more brain activity and verbal aptitude while they were listening to a story and processing language. The hypothesis is that back-and-forth conversation may rewire the brain and cause it to grow — a hypothesis that will be tested in a future study. The Best Teachers for Our Littlest Learners?
Lessons from Head Start’s Last Decade. This paper traces the evolution of Head Start Workforce policies over 50 years and detail how shifts in the broader early childhood landscape, especially state-funded pre-k programs, have influenced these policies. PK-3: What Does it Mean for Instruction? Ann Arbor, MI: Society for Research in Child Development.
3 has become a rallying cry among many developmental scientists and educators. A central component of this movement is alignment between preschool and the early elementary grades. Kids Today: The Rise in Children’s Academic Skills at Kindergarten Entry. Private and public investments in early childhood education have expanded significantly in recent years.
Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Boston, MA: BUILD Initiative and Washington, D. The new law both strengthens and expands allowable uses for early learning, birth through third grade. Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? This study evaluated whether the sophistication of children’s invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Literacy Achievement Trends at Entry to First Grade.
Educational Researcher Vol 46, Issue 2, pp. This nationwide study showed that children entering first grade in 2013 had significantly better reading skills than similar students had just 12 years earlier. Researchers say this means that in general, children are better readers at a younger age, but the study also revealed where gaps remain — especially in more advanced reading skills. Dodge, Ron Haskins, Daphna Bassok, Margaret R. The Current State of Scientific Knowledge on Pre-Kindergarten Effects.
Brooking Institution and the Duke Center for Child and Family Policy. A Pre-Kindergarten Task Force of interdisciplinary scientists reviewed the evidence on the impact of state-funded pre-kindergarten programs, and what research can tell us about what works and what doesn’t. Among their key findings is that while all kids benefit from preschool, poor and disadvantaged kids often make the most gains. Reading with children starting in infancy gives lasting literacy boost: Shared book-reading that begins soon after birth may translate into higher language and vocabulary skills before elementary school. This research study shows that reading books with a child beginning in early infancy can boost vocabulary and reading skills four years later, before the start of elementary school. Book-reading quality during early infancy, in particular, predicted early reading skills while book-reading quantity and quality during toddler years appeared strongly tied to later emergent literacy skills, such as name-writing at age 4. Do academic preschools yield stronger benefits?