The Effects of a Language and Literacy Intervention on Head Start Children and Teachers

By B. Wasik, M. Bond, Annemarie H. Hindman. 2006

746 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2645d4199e34fd38ce2b3357e78e5fccbe073a29

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “…several studies, interactive book reading was accompanied by kits with materials that focused on book-related vocabulary, games with rhyme or letters, and painting or dramatizing the stories (Aram, 2006; Aram & Biron, 2004; Droop et al., 2005; Karweit, 1989; Wasik & Bond, 2001; Wasik et al., 2006).”
Book reading and vocabulary development: A systematic review (2016, background): “…NA UtbD Wasik & Bond (2001) UtbD (∼10) 22 100 UtbD 44 sessions over 11 weeks, UtbD minutes per session Unfamiliar but important for story not described UtbD Wasik et al. (2006) UtbD 44 UtbD UtbD 180 sessions over 9 months, UtbD minutes per session NA not described UtbD Weisberg et al. (2015)…”
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008, methodology): “The interactive reading program was based on the shared reading program developed by Wasik and Bond (2001; Wasik, Bond, & Hindman, 2006 ), which was, in turn, an adaptation of the dialogic reading program (Whitehurst, Arnold, et al., 1994).”
The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices (2009, background): “Extending Whitehurst et al.’s (1994) training program, Wasik, Bond, and Hindman (2006) focused on helping teachers to ask questions, build vocabulary, and make connections to children’s lives using books, concrete objects that represented target words in books, and lesson plans.”
Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development (2011, background): “For PD to be effective, it should provide clear and explicit information for teachers and be ongoing and intensive to afford teachers the opportunity to process this information and integrate it into their classroom practices (Wasik et al., 2006).”
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, methodology): “In addition, the Head Start REDI program utilized an interactive reading program (Wasik, Bond, & Hindman, 2006; Whitehurst et al., 1994) that also may support EF skill development.”
Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, background): “These studies are applicable to not only typically developing children (Justice and Ezell, 2000) but also those with developmental risk (Hargrave and Sénéchal, 2000; Justice and Ezell, 2002; Van Kleeck et al., 2006; Wasik et al., 2006), including childhood disability (e.”
Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities. (2011, background): “Our finding of substantial associations between detailed description of preschool processes and outcomes is consistent with prior research that carefully examined teacher–child conversations (McCartney , 1984; Connor et al., 2006; Huttenlocher et al., 2002; Wasik & Bond, 2001; Wasik et al., 2006).”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “…in general, are in stark contrast to recommendations that mphasize frequent learning opportunities with a strong emphasis n promoting oral and print vocabulary (Wasik et al., 2006), print IRA/NAEYC, 1998), and phonological awareness (Ehri et al., 2001; onigan et al., 2008; Phillips et al., 2008).”
Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development (2008, background): “E-mail: catherine.l.darrow@vanderbilt.edu in later reading success (Bracken, 2005; Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003; Early Child Care Research Network, 2005); (b) children from low-income backgrounds typically arrive at school with significant limitations in language ”
Teacher question and student response with regard to cognition and language use (2012, background): “of teachers’ language in school is of critical importance for the development of students’ language skills (Wasik et al. 2006).”
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008, background): “Although research provides useful guidance for understanding what high-quality language and literacy instruction looks like (e.g., Justice et al., 2003; Wasik et al., 2006), many teachers in the field may not have received explicit and systematic instruction themselves on how to implement these powe”