References

Meet WWC evidence standards

Farver, J. M., Lonigan, C. J., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. Child Development, 80(3), 703–719.

Lonigan, C. J., Farver, J. M., Clancy-Menchetti, J., & Phillips, B. M. (2005, April). Promoting the development of preschool children’s emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Paper presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.

Additional sources:
Farver, J. A. M. (2005). Best practices in promoting literacy in young ethnic minority children: Lessons from the United States. Beijing, China: Soong Ching Ling Foundation and UNICEF.

Lonigan, C. J. (2006). Development, assessment, and promotion of preliteracy skills. Early Education and Development, 17(1), 91–114.

Lonigan, C. J., Farver, J. M., Clancy-Menchetti, J., & Phillips, B. M. (2005, June). Promoting the development of preschool children’s emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Paper presented at the 12th annual meeting of the Society for the Scientific Study of Reading, Toronto, Ontario, Canada.

Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Literacy Express and DLM Early Childhood Express supplemented with Open Court Reading Pre-K: Florida State University. In Effects of preschool curriculum programs on school readiness (pp. 117–130). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Research.

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

Lonigan, C. J. (2005, December). Impact of preschool literacy curricula: Results of a randomized evaluation in a public prekindergarten program. Paper presented at the annual meeting of the National Association for the Education of Young Children, Washington, DC. 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:
Lonigan, C. J. (2006, July). Impact of preschool literacy curricula: Results of a randomized evaluation in a public prekindergarten program. Paper presented at the 13th annual meeting of the Society for the Scientific Study of Reading, Vancouver, British Columbia, Canada.