The developers of the ReadyRosie Early Childhood School Readiness Resource are
committed to a foundation based on the most current and out-come based research
available. Listed below is an outline of the research base that has lead to the
development of each key aspect of this innovative school readiness solution.
1. The focus on school readiness as a key to effect change in a child’s
academic success trajectory
Studies show that at least half of the educational achievement gaps between poor
and non-poor children already exist at kindergarten entry. Children from lowincome families are more likely to start school with limited language skills, health
problems, and social and emotional problems that interfere with learning. The
larger the gap at school entry, the harder it is to close. If we want all children to read
proficiently by fourth grade—and to grow into healthy teens and productive
adults—then we must make wise investments in the early years. (Findings from the
National School Readiness Indicators Initiative, February, 2005)
In a study led by economist Greg J. Duncan, PhD, of Northwestern University,
researchers conducted a meta-analysis of the results of six large-scale longitudinal
studies. The findings suggest that an early understanding math concepts is the most
powerful predictor of later school success. Other predictors of later success included
language, reading and attention skills. (Duncan, G.J, et. Al. (2007). School Readiness
and Later Achievement. Developmental Psychology, Vol. 43, No. 6.)
Building a large oral vocabulary will prepare young children for learning to read and
write more than any other school readiness exercises. Parents play a larger role in
this language development, too, than do preschool teachers. (Building Oral Language
Skills in PreK-K: Dozens of Easy, Research-Based Ideas That Develop Children's
Listening, Speaking, and Vocabulary Skills and Lay the Foundation for Reading
Success. New York: Scholastic, 2009.)
2. The content – foundational literacy and math skills that lead to success
in lifelong reading and problem solving success
See attached documents:
 ReadyRosie Literacy Strand Framework
 ReadyRosie Math Strand Framework
Research base and content standards noted in each framework as the foundation for
the ReadyRosie content:
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Report of the National Reading Panel, “Teaching Our Children to Read,” 2000.
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An Observation Survey of Early Literacy Achievement, Marie Clay, 1993.
The young child and mathematics. Washington, DC: NAEYC, Copley, J.V. 2000.
Principles and standards for school mathematics. National Council of Teachers
of Mathematics (NCTM). 2000.
Mathematics Learning in Early Childhood: Paths Towards Excellence and
Equity. National Research Council. 2009.
Texas PreK Guidelines, tea.state.us, 2008.
Kindergarten Common Core State Standards, English Language Arts and
Mathematics, 2010.
3. The focus on equipping families and early childhood care providers
with academic strategies
The earlier in a child’s educational process parent involvement begins, the more
powerful the
effects. (Cotton, K., Wikelund, K., Northwest Regional Educational
Laboratory, School Improvement Research Series. In Parent Involvement in
Education.)
The most effective forms of parent involvement are those, which engage parents in
working directly with their children on learning activities at home.
(http://www.adi.org/journal/ss03/Gonzalez-DeHass%20&%20Willems.pdf, Rose,
Gallup, & Elam, 1997)
4. The use of internet and video as the medium of the ReadyRosie
resource
In Working with Parents, Ruby Payne outlines the following as essential elements in
effective parental outreaches:
1. The use of video modeling
2. The use of verbal and visual information (as opposed to just verbal/ written
information)
3. The use of training on simple, how-to activities that parents can do with
children. (Working with Parents: Building relationships for Student Success,
Ruby K. Payne, Ph.D., 2006).
Nielsen's first-quarter table of video use by medium (TV, web, mobile phone) and
age groups below shows that evolution of growing TV use as populations age. When
put in perspective compared other media-supported video use, it appears that
Internet-supported video is most popular with 35-49 year-olds, while mobilesupported video reaches a peak with 25-34 year olds and TV is most successful with
50-64 year olds.
Young adults continue to lead the adoption curve in online video viewing. Nine in 10
Internet users ages 18-29 use video-sharing sites, up from 72% one year ago. On a
typical day in 2009, 36% of young adult Internet users watched video on these sites,
compared with just 30% in 2008. Online adults ages 30-49 also showed big gains
over the past year; 67% now use video-sharing sites, up from 57% in 2008.
(http://www.mediapost.com/publications/article/110640/everybody-likes-to-watch90-of-young-adults-use.html#ixzz29ibXjLnS)
Over 90% of parents of 0-6 year old children across economic levels are online at
least once a day, based on a ResearchNow study on internet usage across the state of
Texas (ResearchNow, 2012).