In this Issue:
Source: U.S. Departments of Education and Health and Human Services - September 20, 2012
On September 20, 2012, the U.S. Departments of Education and Health and Human Services published the Race to the Top-Early Learning Challenge (RTT-ELC ) - Phase 2 Notice Inviting Applications, as well as the Notice of Final Requirements (CFDA No. 84.412A) in the Federal Register. The full RTT-ELC Phase 2 application is posted on the RTT-ELC Web site. RTT-ELC Phase 2 guidance and frequently asked questions are also available online.
Source: Results Matter - September 21, 2012
Source: Center for Early Literacy Learning - September 18, 2012
The Center for Early Literacy Learning (CELL) has published the following two new CELLreviews, which provide practice-based research syntheses of early literacy learning studies.
Effects of Motionese on Infant and Toddler Visual Attention and Behavioral Responsiveness (2012), by Carl J. Dunst, Ellen Gorman, Deborah W. Hamby. CELLreviews CELLreviews, 5(9)
Child-Directed Motionese With Infants and Toddlers With and Without Hearing Impairments (2012), by Carl J. Dunst, Ellen Gorman, Deborah W. Hamby. CELLreviews, 5(8)
Source: National Dissemination Center for Children with Disabilities - September 20, 2012
The National Dissemination Center for Children with Disabilities (NICHCY) has published a new research summary (also available as a PDF), which summarizes a meta-analysis of 13 different studies conducted between 1987 and 2007 of early intensive behavioral intervention (EIBI) for young children with autism, based on the University of California at Los Angeles Young Autism Project method. The research summary looks at what these 13 studies tell us about the effectiveness of EIBI for young children on the autism spectrum. Additional research summaries by NICHCY are also available online.
Full citation of the meta-analysis reviewed:
Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA Young Autism Project model. Journal of Autism and Developmental Disorders, 39(1), 23-41.
Source: New America Foundation - September 18, 2012
The New America Foundation's Early Education Initiative has published a new issue brief, Counting Kids and Tracking Funds in Pre-K and Kindergarten: Falling Short at the Local Level (2012), by Lisa Guernsey and Alex Holt, which looks at problems of incomplete pre-k and kindergarten data at the local level and explains why the data that do exist often cannot be accurately compared to data in other districts or states. The brief recommends steps that states, districts, and policymakers can take to improve data collection at the district level to help ensure that policymakers and the public have a well-informed view of publicly funded programs for young children in their states and localities.
Shortly after the release of this new brief, the New America Foundation's Early Education Initiative and Federal Education Budget Project (FEBP) announced an expansion of the FEBP database to include pre-kindergarten data at the state and school district levels. The FEBP database is the only centralized location that makes this information available to the public, the media and policymakers.
Source: Language Diversity and Literacy Development Research Group at Harvard University - September 17, 2012
The Language Diversity and Literacy Development Research Group at Harvard University has launched a new initiative, Lead for Literacy, which will provide 16 memos for leaders dedicated to children's literacy development from birth to age 9. Topics will range from assessment to professional development to family partnerships. Two memos, Program Design for Impact (Fall 2012) and Early Identification and Intervention Practices (Fall 2012) are currently available. View the list and schedule of all Lead for Literacy memos.