References

Meets WWC evidence standards

Russell, J. (2005). An investigation of preschool oral language improvements through Ladders to Literacy. Unpublished master’s thesis, University of New Hampshire, Durham. (62329791).

Meets WWC evidence standards with reservations

Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Creative Curriculum with Ladders to Literacy: University of New Hampshire. In Effects of preschool curriculum programs on school readiness (pp. 65–73). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.

Studies that fall outside the Early Childhood Education review protocol or do not meet WWC evidence standards

Coston, J. H. (1997). The effects of a comprehensive curriculum on literacy development. Unpublished master’s thesis, Valdosta State University, GA. The study is ineligible for review because it does not examine an intervention implemented in a way that falls within the scope of the review.

Good, J. L. (2003). Developing early literacy skills in young children with symptoms of inattention and hyperactivity (Doctoral dissertation, University of Minnesota). Dissertation Abstracts International, 64(06A), 106–1966. The study does not meet WWC evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

McKnight, C., Lee, S., & Schowengerdt, R. (2001). Effects of specific strategy training on phonemic awareness and reading aloud with preschoolers: A comparison study. Retrieved from ERIC database (ED452518). The study is ineligible for review because it does not examine an intervention implemented in a way that falls within the scope of the review.

Notari-Syverson, A. (1999). Supporting early literacy development in young children with disabilities: A comprehensive interactive emergent literacy curriculum for preschoolers (Final report to the U.S. Department of Education). Seattle, WA: Washington Research Institute. The study does not meet WWC evidence standards because it uses a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent.

Additional source:
Notari-Syverson, A., O’Connor, R. E. & Vadasy, P. F. (1996). Facilitating language and literacy development in preschool children: To each according to their needs. Paper presented at the American Educational Research Association Meeting, New York. (ERIC Document ED395692).

Notari-Syverson, A. (2005). Ladders to Literacy Outreach Project. Final grant performance report. (Submitted to the U.S. Department of Education No. H324R000008). Seattle, WA: Washington Research Institute. The study is ineligible for review because it does not use a comparison group.

Notari-Syverson, A. (2007). Model demonstration project for children with disabilities: Final grant performance report (Submitted to the U.S. Department of Education No. H324M020084). Seattle, WA: Washington Research Institute. The study is ineligible for review because it does not examine an intervention implemented in a way that falls within the scope of the review.