In this Issue:
Source: DEC's Journal of Early Intervention, 36(3) - September 2014
Abstracts of the following articles are available at: http://jei.sagepub.com/content/36/3
Edward G. Feil, Andy Frey, Hill M. Walker, Jason W. Small, John R. Seeley, Annemieke Golly, and Steven R. Forness
Patricia H. Manz, Amanda L. Gernhart, Catherine B. Bracaliello, Vanessa J. Pressimone, and Rachel A. Eisenberg
Christine DiStefano, Fred W. Greer, R. W. Kamphaus, and William H. Brown
Cynthia J. Cress, Matthew C. Lambert, and Michael H. Epstein
Elena P. Soukakou, Pam J. Winton, Tracey A. West, John H. Sideris, and Lia M. Rucker
The Journal of Early Intervention (JEI) is an official publication of the Division for Early Childhood (DEC) of the Council for Exceptional Children and SAGE Publications. It offers articles related to research and practice in early intervention for infants and young children with special needs and their families.
Source: U.S. Department of Education - March 9, 2015
The My Brother's Keeper Taskforce has launched a dedicated Early Literacy Website designed to provide educators, administrators, policymakers and community stakeholders with basic information about the importance of effective reading instruction in the early grades. The site focuses on the steps schools might take to ensure that all children in kindergarten and first grade, including children of color and children with disabilities, receive the supports they need to read on grade level by third grade.
Source: University of California Center, Sacramento - March 4, 2015
A new research brief from the University of California Center, Sacramento, Improving School Readiness: Formal versus Informal Pre-Kindergartern and Children in Immigrant Families (2015) reviews a decade's worth of research studies examining the effects of formal versus informal prekindergarten programs on measures of academic and socioemotional school readiness for young children in immigrant families. Findings in 90% of the studies reviewed suggest that attending formal pre-kindergarten improved English proficiency and reading and math skills for children from immigrant families. Children in informal settings did not reap the same benefits. In all studies, immigrant children gained social and emotional skills from being in formal pre-kindergarten. The authors discuss the policy and research implications of these findings.
Source: Child Trends - March 12, 2015
A new Child Trends paper, Parents' and Providers' Views of Important Aspects of Child Care Quality (March 2015), summarizes findings from a survey of providers and families in two states (Maryland and Minnesota) regarding their views on quality in child care. Results of the survey showed that parents and providers agree on many aspects of quality, but not all. Over half of parents and providers believed knowing about children's changing needs is most important. However, half of providers felt that caring about the entire family (not just the child) was important, while only 16% of parents did.
Source: U.S. Department of Health and Human Resources, Office of Planning, Research, and Evaluation - Retrieved March 13, 2015
A recently published report, The Mother and Infant Home Visiting Program Evaluation: Early Findings on the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) - A Report to Congress (2015), provides information on early results from the federally required evaluation of the MIECHV program. Some key findings include: