Beth M. Phillips
Associated IES Content
FY2022
FY2022 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Exploring Malleable and Meaningful Factors in Preschool Teachers' Talk Related to Children's Language Outcomes
Early language development is critical to young children's school readiness. Strong language skills support children's academic achievement in reading, math, and broader academic areas. Substantial numbers of young children enter kindergarten with weak language skills, placing them at-risk for disabilities and ongoing school difficulties. Despite this, all preschool programs do not provide children with sufficient opportunities to develop their language skills. Too many classrooms provide lo...
Federal funding program:
Award number:
R305A220420
report
Systematic Literature Review
Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research
Children entering kindergarten vary greatly in their language and literacy skills. Therefore, up-to-date information about evidence-based practices is essential for early childhood educators and policymakers as they support preschool children's language and literacy development. This study used a process modeled after the What Works Clearinghouse (WWC) methodology to systematically identify effective early childhood curricula, lesson packages, instructional practices, and technology programs ...
Apr 11, 2022
FY2021
FY2021 Early Intervention and Early Childhood Education Peer Review Panel
FY2020
FY2020 Early Intervention and Early Childhood Education Peer Review Panel
resource
Other Resource
Professional Learning Community: Emergent Literacy
Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in language and literacy instruction. "Professional Learning Community: Emergent Literacy" was developed to support preschool teachers through collaborative learning experiences in a professional learning co...
Jan 01, 2020
report
Descriptive Study
Are Neighborhood Factors Associated with the Quality of Early Childhood Education in North Carolina?
Evidence suggests that participation in high quality early childhood education supports the school readiness of young children. Therefore, it is important to understand whether children from different geographic regions, such as urban and rural neighborhoods, have comparable access to high quality programs. This study explores whether neighborhood (that is, census tract) characteristics are associated with the quality rating scores of early childhood education sites in North Carolina, after s...
Jan 01, 2020
FY2019
FY2019 Single-Session Peer Review Panel
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Identifying Effective Instructional Practices and Contexts for Spanish-speaking English Learners in Florida's Universal Preschool Program
The purpose of this project is to identify the instructional practices and contextual factors that are associated with higher-versus-lower levels of growth in the school readiness skills of preschoolers who are Spanish-speaking English learners (ELs). Researchers will address five specific aims: (1) identify specific instructional practices that are associated with higher rates of growth in school-readiness skills for preschoolers who are Spanish-speaking ELs as well as the impact of these p...
Federal funding program:
Award number:
R305A170430
Grant
Generating Large and Sustained Impacts on Early Language Skills: Evaluation of Timing and Duration of Intervention
The purpose of this project is to examine the relative efficacy and sustained impacts of three variations in timing and duration of a language and vocabulary intervention for students in prekindergarten and kindergarten with below or low average language skills. Because language weaknesses place children at heightened risk for reading comprehension and general academic difficulties, an intensive early intervention approach is necessary. The intervention is an integrated combination of two in...
Federal funding program:
Award number:
R305A160241
FY2015
FY2015 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factors for Pre-K to 5th Grade Student Comprehension
The goals of this project are to investigate the underlying cognitive and linguistic components that contribute to or that prevent the acquisition of well-developed comprehension skills, and to create and evaluate coherent, integrated multi-component instructional interventions intended to build and integrate key component skills that support students' proficient oral and text comprehension and reading for understanding. Researchers will identify, develop, and evaluate interventions that w...
Federal funding program:
Award number:
R305F100027
Grant
Using Educational Television to Enhance Young Children's Language and Vocabulary Skills
The purpose of this project is to develop an intervention designed to enhance and accelerate the vocabulary and language acquisition of preschool children from backgrounds of poverty and risk for school difficulties. This modular intervention will be developed around a core of specifically selected themes and video segments from new and archival educational television programming from productions including Sesame Street, Martha Speaks, and Between the Lions. The ultimate goal of the projec...
Federal funding program:
Award number:
R305A080476
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