Improving the Language Skills of Children in Head Start Using Storybooks with Digital Pictures

2008 ◽  
Author(s):  
Eileen Hund Gravani ◽  
Jacqueline Meyer
Keyword(s):  
Head Start ◽  
Language Skills

Teaching across the Curriculum: Language-Enriched Physical Education for Preschool Children

1996 ◽  
Vol 13 (3) ◽  
pp. 302-315 ◽  
Author(s):  
Fiona J. Connor-Kuntz ◽  
Gail M. Dummer
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Education ◽  
Head Start ◽  
Motor Skill ◽  
Physical Activity Intervention ◽  
Language Skills ◽  
Language Instruction ◽  
Instructional Time ◽  
Skill Performance

Children age 4 to 6 years from special education (n = 26), Head Start (n = 35), and typical preschool classes (n = 11) were assigned to a physical activity intervention or a language-enriched physical activity intervention. Language and motor skill performances were measured before, immediately following, and 3 months following the 24-session, 8-week intervention. Results illustrated that language instruction can be added to physical education lessons without requiring additional instructional time and, more importantly, without compromising improvement in motor skill performance. Further, preschool children exposed to language-enriched physical education improved their language skills regardless of whether their educational progress was characterized by a cognitive and/or language delay. Thus, physical activity appears to be an effective environment in which to enhance the cognitive development of preschool children of all abilities.

Associations among Head Start fathers’ involvement with their preschoolers and child language skills

2015 ◽  
Vol 186 (8) ◽  
pp. 1342-1356 ◽  
Author(s):  
Jay Fagan ◽  
Aquiles Iglesias ◽  
Rebecca Kaufman
Keyword(s):  
Head Start ◽  
Child Language ◽  
Language Skills

Effects of the Content and Language Integrated Learning approach to EFL teaching

2013 ◽  
Vol 16 (2) ◽  
pp. 186-207 ◽  
Author(s):  
Jose Goris ◽  
Eddie Denessen ◽  
Ludo Verhoeven
Keyword(s):  
Secondary Education ◽  
Head Start ◽  
The Netherlands ◽  
Language Skills ◽  
European Countries ◽  
Test Design ◽  
Learning Approach ◽  
Control Groups ◽  
Gain Scores ◽  
Post Test

This study investigates the effects of English-medium CLIL on EFL proficiency in three European countries. Seven mainstream grammar schools spread across The Netherlands, Germany, and Italy participated with a total of 263 pupils aged 12 to 16. Several language skills were measured by means of written tests in a pre/post- test design. The first test was held when the experimental classes were all at the start of the CLIL intervention in secondary education; the second test two years later. Each of the three countries participated with two CLIL classes and two mainstream classes as control groups. The results show that CLIL classes had better EFL skills from the start: they outperformed the mainstream groups at both test rounds. However, gain scores varied per country and the apparent head start of CLIL pupils makes it difficult to interpret EFL results.

Basic Language Skills and the Understanding of Causal Connection in Head Start Children

2011 ◽  
Author(s):  
Marcia L. Calloway ◽  
Chastity C. Mcfarlan ◽  
Alicia Woolridge ◽  
Barbara Burns ◽  
Danielle D. Brown
Keyword(s):  
Head Start ◽  
Language Skills ◽  
Causal Connection ◽  
Basic Language ◽  
Head Start Children

Teacher-Reported Behavior Problems and Language Delays in Boys and Girls Enrolled in Head Start

2002 ◽  
Vol 28 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Ann P. Kaiser ◽  
Xinsheng Cai ◽  
Terry B. Hancock ◽  
E. Michael Foster
Keyword(s):  
Head Start ◽  
Behavior Problems ◽  
Language Skills ◽  
Language Delays ◽  
Child Gender ◽  
Persistent Problem ◽  
Social Skills Rating System ◽  
Preschool Language ◽  
The Social ◽  
Teacher Report Form

Behavior problems, social skill deficits, and language delays were examined in 332 three-year-old children enrolled in Head Start. Teachers completed the Caregiver Teacher Report Form/2-5 (CTRF/2-5) and the Social Skills Rating System (SSRS, Pre-School Version). Language skills were assessed using the Preschool Language Scale (PLS-3) and the Peabody Picture Vocabulary Test (PPVT-III). Findings indicated that this population is at elevated risk for behavioral, social, and language problems. Boys showed elevated levels of behavior problems across all measures. Both boys and girls displayed low language scores, with boys significantly lower than girls on both auditory and expressive skills. Boys with behavior problems were more likely to have low language skills than were their male peers without behavior problems; this pattern was not as clearly defined for girls. Teacher years of experience, child gender, and PLS-3 scores were significant predictors of CTRF scores. The results of the study are discussed in terms of strategies for identifying children at highest risk for persistent problem behavior.

Sign in / Sign up

Export Citation Format

Share Document