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Direct linkChong, Wan Har; Moore, Dennis W.; Nonis, Karen P.; Tang, Hui Nee; Koh, Patricia; Wee, Sharon – Infants and Young Children, 2014
This study used a nonequivalent group design to evaluate the impact of an emergent literacy intervention on preschool children identified with early reading difficulties. Thirty-five children were compared with 39 typically developing classroom peers on various reading measures in a community-based project--"Mission I'm Possible" (MIP),…
Descriptors: Program Effectiveness, Emergent Literacy, Intervention, Preschool Children
Hu, Bi Ying; Zhou, Yisu; Li, Kejian; Roberts, Sherron Killingsworth – Journal of Research in Childhood Education, 2014
In recent years, the Chinese government has initiated a national plan to universalize quality kindergartens for all age-eligible Chinese children. Kindergarten is the main form of early childhood education and care (ECEC) service across China. However, the government faces two thorny issues on the journey toward realizing educational equity for…
Descriptors: Foreign Countries, Access to Education, Equal Education, Kindergarten
Wanzek, Jeanne; Vaughn, Sharon – Remedial and Special Education, 2011
Patterns of identification for special education services across three cohorts of students in kindergarten through third grade before and after implementation of a schoolwide, three-tier reading prevention model in one large school district are reported. The first cohort of students represents a historical control group that did not participate in…
Descriptors: Disabilities, Special Education, Student Placement, At Risk Students
