Attachments:
- Information on early signs of LD
- A paper on number skills of low income preschoolers
- A paper on what kids learn when moms listen
Links:
- Research on family conversation
- A paper on early literacy and storytelling
- A website on early literacy and language
- Parent-child materials on early literacy
- Spanish parent-child activities on early literacy
- A study on teacher interactions with children
- A research brief onthe impact of teacher temperamenton children who aretransitioning
- A report on transition barriers for children with significant disabilities and from diverse backgrounds
- A research brief describing critical family outcomes to be considered when designing transition
- Anew Web site of resources on transition issues
- Two new NECTAC publications (vulnerable young children & social-emotional developmental screening and assessments)
- A new policy brief oncommon myths about young English language learners
1. The Power of Family Conversation
Source: Harvard Education Letter - May/June 2008
The May/June 2008 issue of the Harvard Education Letter discusses recent research findings related to the significant difference parents can make in their children's literacy skills by increasing the quantity and quality of their conversations beginning at birth. The issue is entitled The Power of Family Conversation and is available online at
2. Children’s Active Participation in Reading and Storytelling Can Enhance Early Literacy Learning
Source: Center for Early Literacy Learning - March 6, 2008
A new CELLnote from the Center for Early Literacy Learning (CELL) entitled Children’s Active Participation in Reading and Storytelling Can Enhance Early Literacy Learning by Carol Trivette and Carl Dunst is now available online at CELLnotes are non-technical, user-friendly summaries of practice-based research syntheses.
3. New on U.S. Department of Education's "Doing What Works" Web Site - Early Childhood Language and Literacy
Source: U.S. Department of Education - May 19, 2008
The U.S. Department of Education's "Doing What Works" Web site recently added content on Early Childhood Language and Literacy, which focuses on two recommended practice areas: develop phonological awareness skills; and utilize interactive and dialogic reading practices to improve language and literacy skills. It includes recommendations outlined in five research reports previously released by the Department's Institute of Education Sciences (IES) on early childhood education. It is available at
4. New "On the Go" Early Literacy Materials Available
Source: Washington Learning Systems - May 20, 2008
Washington Learning Systems has posted a new set of free parent-child early literacy materials entitled On the Go. The set includes 14 activities that can be used outside the home (in the car, while walking, during bus rides) with children from birth through preschool. They were developed with support from the U.S. Department of Education, Office of Special Education Programs (OSEP) and are appropriate for children with disabilities, as well as children who are developing typically. Available online at
5. Spanish Version of "Cultivating Readers" Available - Cultivando el hábito de la lectura
Source: National Center for Family Literacy - Retrieved May 14, 2008
The National Center for Family Literacy (NCFL) has published a Spanish version of Cultivating Readers (Cultivando el hábito de la lectura), which provides activities for parents to support their child’s literacy, language and reading skills. The magazine, which was funded by Houghton Mifflin Harcourt, is available online at It will also be sent free of charge to parents who email NCFL at
6. Study Finds Teachers’ Interactions with Children Critical Ingredient for Effective Pre-K Programs
Source: University of Virginia - Retrieved June 17, 2008
A new national study finds that pre-kindergarten programs for 4-year-olds are most beneficial when children experience instructionally and emotionally supportive interactions with their teachers. The study involved 2,439 children enrolled in 671 pre-k classrooms in 11 states. To read more about the findings go to A related article has been published in the May/June 2008 issue of Child Development.
Article citation: Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, D., & Howes, C. (2008). Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills. Child Development, 79(3), 732-749.
7. New Research Brief: The Temperament Task Orientation Cluster among Preschool Educators
Source: National Early Childhood Transition Center - June 16, 2008
The National Early Childhood Transition Center has released a new Research Brief entitled The Temperament Task Orientation Cluster among Preschool Educators. This Research Brief describes a study of preschool teacher temperament and potential implications of teacher temperament on children’s transition and school adjustment. To view the report go to:
8. New Report – Transition Barriers for Children with Significant Disabilities and from Diverse Backgrounds
Source: National Early Childhood Transition Center - March 27, 2008
A new report from the National Early Childhood Transition Center (NECTC) entitled Transition Issues and Barriers for Children with Significant Disabilities and from Culturally and Linguistically Diverse Backgrounds by Beth Rous, Carol Schroeder, Sarintha Stricklin, Ann Hains, and Megan Cox provides findings from a national study to identify issues and barriers encountered during transitions for young children with disabilities and their families. Transitions for two specific groups were targeted; (a) children with significant disabilities and their families, and (b) children with disabilities from culturally and linguistically diverse backgrounds and their families.
A short summary of the report is available at:
The full technical report is available at
9. Desired Family Outcomes of the Early Childhood Transition Process
The National Early Childhood Transition Center (NECTC) has published a new research brief describing critical family outcomes to be considered when designing transition services for young children. It is available online at New Blurbs/familyoutcomes (2).pdf
Full citation: Harbin, G., Rous, B., Peeler, N., Schuster, J., & McCormick, K. (2007). Desired family outcomes of the early childhood transition process (NECTC Research Brief #5). Lexington, KY: National Early Childhood Transition Center.
10. National Early Childhood Transition Initiative - a new Web site of resources for states on transition issues
11. Two new NECTAC publications: Fact sheet: Vulnerable young children (May 2008) and Developmental screening and assessment instruments: With an emphasis on social and emotional development for young children ages birth through five (May 2008)
12. Challenging Common Myths About Young English Language Learners
A new policy brief, Challenging Common Myths About Young English Language Learners, by Linda Espinosa challenges six common myths about young children who are learning English as their second language. Research evidence from a variety of disciplines is presented. This resource from the Foundation for Child Development is available online at