Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 44 results
Barnes Erica Marie, Grifenhagen Jill F., Dickinson David K., March, 2020
Reports & Papers
Peer Reviewed
In this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms' lunch interactions were analyzed for the ratio of teacher–child talk and…
Toub Tamara Spiewak, Hassinger-Das Brenna, Nesbitt Kimberly Turner, Ilgaz Hande, Weisberg Deena Skolnick, Hirsh-Pasek Kathy, Golinkoff Roberta M., Nicolopoulou Ageliki, Dickinson David K., Q4 2018
Reports & Papers
Peer Reviewed
Two studies explored the role of play in a vocabulary intervention for low-income preschoolers. Both studies presented new vocabulary through book-readings. Study 1 children (N = 249; [mean age] = 59.19 months) were also randomly assigned to…
Barnes Erica Marie, Dickinson David K., October, 2017
Reports & Papers
Peer Reviewed
Research Findings: This study examines lexical- and sentence-level dimensions of academic language to describe teachers' natural use of academic language and its association with vocabulary growth in 489 at-risk 4-year-olds enrolled in Head Start…
Barnes Erica Marie, Dickinson David K., July, 2017
Reports & Papers
Peer Reviewed
We examined the relations between teachers' use of comments during book reading sessions in preschool classrooms and the vocabulary growth of children with low and moderately low language ability. Using data from a larger randomized controlled trial…
Grifenhagen Jill F., Barnes Erica Marie, Collins Molly F., Dickinson David K., March/April 2017
Other
Peer Reviewed
Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given…
Barnes Erica Marie, Dickinson David K., Grifenhagen Jill F., 2017
Reports & Papers
Peer Reviewed
This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants…
Barnes Erica Marie, Grifenhagen Jill F., Dickinson David K., July/August 2016
Other
Peer Reviewed
In this examination, the authors look at academic language and ways to foster it in early childhood classrooms. In addition to discussing academic language and its components, they share their recent study that examined teachers' language in three…
Hassinger-Das Brenna, Ridge Katherine, Parker Amira, Golinkoff Roberta M., Hirsh-Pasek Kathy, Dickinson David K., June, 2016
Reports & Papers
Peer Reviewed
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four-year-olds (N = 44) were randomly assigned to dyads in…
Hadley Elizabeth B., Dickinson David K., Hirsh-Pasek Kathy, Golinkoff Roberta M., Nesbitt Kimberly Turner, April-June 2016
Reports & Papers
Peer Reviewed
Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in…
Dickinson David K., Hofer Kerry G., Barnes Erica Marie, Grifenhagen Jill F., Q3 2014
Reports & Papers
Peer Reviewed
This study examined teacher language use in Head Start classrooms (N = 43) from the perspective of the Systemic Linguistics Approach (SLA) to describe the nature of teacher support for children's acquisition of academic language and factors that…
Wilson Sandra Jo, Dickinson David K., Rowe Deborah Wells, Q3 2013
Reports & Papers
Peer Reviewed
This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes…
Dickinson David K., 19 August, 2011
Other
Peer Reviewed
An examination of research on the role of language in later reading, a description of home and classroom factors that foster early language growth, and an overview of research on preschool interventions to enhance teachers' language practices and…
Dickinson David K., Porche Michelle V., May/June 2011
Reports & Papers
Peer Reviewed
A longitudinal study of the relationships among teachers' use of language in preschool classrooms, children's language development at the end of kindergarten, and children's fourth grade language development and reading comprehension, based data…
Dickinson David K., Golinkoff Roberta M., Hirsh-Pasek Kathy, May, 2010
Other
Peer Reviewed
A critique of the National Early Literacy Panel report's limited emphasis on the relationship between oral language and both early and later reading competencies including comprehension
Dickinson David K., Golinkoff Roberta M., Hirsh-Pasek Kathy, Neuman Susan B., Burchinal Margaret, 12 January, 2009
Other
A response to and clarification of a review and synthesis of early literacy research