Cathy Guttentag

Strong oral language skills can lay the foundation for later school achievement. Children who have delayed oral language skills by age three are less able than their typically developing peers to take advantage of preschool readiness curricula and are at risk for later learning difficulties in reading and math. Typical language interactions between teachers and students in early learning environments may not be of adequate quality for reducing language or academic difficulties. The purpose...

The purpose of this study is to determine if the combination of two proven interventions-one delivered in the classroom (The Early Education Model-TEEM) and one delivered in the home (Play & Learning Strategies-PALS)-results in a synergistic versus additive effect on children's school readiness skills (i.e., social, language, early literacy) and early kindergarten reading and social competence. This study bridges the gap between the school and home environments for pre-kindergarten children...