ERIC Number: EJ1027520
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Available Date: N/A
Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts
Bierman, Karen L.; Nix, Robert L.; Heinrichs, Brenda S.; Domitrovich, Celene E.; Gest, Scott D.; Welsh, Janet A.; Gill, Sukhdeep
Child Development, v85 n1 p140-159 Jan-Feb 2014
One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.
Descriptors: Early Childhood Education, Federal Programs, Preschool Children, School Readiness, Early Intervention, Program Effectiveness, Teacher Student Relationship, Reading Instruction, Academic Achievement, Hierarchical Linear Modeling, Decoding (Reading), Phonemics, Problem Solving, Interpersonal Competence, Attention, Aggression, Learner Engagement, Kindergarten, Educational Research, African American Students, Hispanic American Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A