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Information on early signs of LD
A paper on number skills of low income preschoolers
A paper on what kids learn when moms listen
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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 on the impact of teacher temperament on children who are transitioning
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
A new Web site of resources on transition issues
Two new NECTAC publications (vulnerable young children & social-emotional developmental
screening and assessments)
A new policy brief on common 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 http://www.hepg.org/hel/article/194
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 http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n2.pdf.
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
http://dww.ed.gov/priority_area/priority_landing.cfm?PA_ID=7
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
http://www.walearning.com/parent-tools/on-the-go/ .
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 http://www.famlit.org/pdf/cultivating-readers.pdf . It will also be sent free of charge to parents
who email NCFL at info@famlit.org
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 http://www.virginia.edu/uvatoday/newsRelease.php?id=5217. 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:
http://www.ihdi.uky.edu/nectc/documents/researchBriefs/temperament_final.pdf
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:
http://www.ihdi.uky.edu/nectc/TRANSITIONALERTS/Delphi%20Findings.pdf
The full technical report is available at
http://www.ihdi.uky.edu/nectc/Documents/technicalreport/DelphiTechnical%20Report.pdf
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 http://www.ihdi.uky.edu/nectc/Documents/PRESENTATIONS/What's 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 http://www.fcdus.org/resources/resources_show.htm?doc_id=669789