The Effects of an Early Reading Curriculum on Language and Literacy Development of Head Start Children

Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

“…In the last five years, researchers have focused on developing multiple-method vocabulary interventions in early childhood classrooms, with a particular focus on supporting children who have less than average vocabulary knowledge (Coyne, Simmons, & Kame'enui, 2004;DeBaryshe & Gorecki, 2007;French, 2004;Labbo, Love, & Ryan, 2007;Leung, 2008;Neuman, Dwyer, & Newman, 2008;Nielsen, 2008;Paulson et al, 2004;Schwanenflugel et al, 2005;Wasik & Bond, 2001;Wasik, Bond, & Hindman, 2006). These interventions have included different combinations of methods, including purposeful word exposure, direct teaching of word meanings, and activities that provide opportunities to review or produce vocabulary.…”

“…To study changes in expressive vocabulary knowledge, researchers used either Williams's (1997) Expressive Vocabulary Test (EVT) (Leung, 2008;Schwanenflugel et al, 2005) or Brownell's (2000) Expressive One Word Picture Vocabulary Test, 3rd edition (EOWPVT-III) (DeBaryshe & Gorecki, 2007;Wasik et al, 2006). Paulson et al (2004) assessed growth by studying changes in the number of novel root words in children's oral language samples. Researchers also employed the use of curriculum-based measures (CBMs), such as researcher-constructed tests of expressive or receptive target-word knowledge (Coyne et al, 2004;Leung, 2008;Paulson et al, 2004).…”

“…Paulson et al (2004) assessed growth by studying changes in the number of novel root words in children's oral language samples. Researchers also employed the use of curriculum-based measures (CBMs), such as researcher-constructed tests of expressive or receptive target-word knowledge (Coyne et al, 2004;Leung, 2008;Paulson et al, 2004). Despite these three similarities across intervention studies, the interventions themselves varied widely.…”

Impact of Professional Development on the Literacy Environments of Preschool Classrooms

“…Department of Education, IES, 2005). While some researchers have investigated the effects on early literacy development of a specific curriculum program, specific activity, or some other specific program component (e.g., Aram, 2006;Horn & Ramey, 2003;Jackson et al, 2006;Paulson et al, 2004), very few studies have examined the impact of ongoing professional development as the initial catalyst for improving the overall classroom literacy environment in support of young children's language and literacy development.…”

“…Because preschool teachers and paraprofessionals have opportunities to significantly impact young children's language and cognitive development, emerging literacy skills, and performance in subsequent school years by providing literacy-rich classroom environments that include developmentally appropriate literacy experiences (Burchinal et al, 2000;Moats, 2000;Paulson et al, 2004;Peisner-Feinberg et al, 2001), it is essential to provide support to preschool teachers and paraprofessionals through professional development activities, creation of literacy-rich classroom environments, and collegial networks (Dickinson & Sprague, 2001;Howes, James, & Ritchie, 2003;Ramey & Ramey, 2005). With continuing emphasis being placed on accountability due to performance assessments as students progress through school, children in preschool settings need extensive exposure to rich language in a multitude of forms in order to become competent readers during the elementary years (Maeroff, 2006;Strickland, 2005).…”