Interventions With Evidence of Efficacy of Improving School Readiness Outcomes in Early Childhood

Performance Measures Interventions With Evidence of Efficacy in Improving Student Outcomes in Reading or Writing Interventions With Evidence of Efficacy in Improving Student Outcomes in Mathematics or Science Interventions With Evidence of Efficacy in Enhancing Teacher Characteristics with Demonstrated Positive Effects on Student Outcomes Interventions With Evidence of Efficacy of Improving Access to, Retention in, and Completion of Postsecondary Education Interventions With Evidence of Efficacy of Improving School Readiness Outcomes in Early Childhood Interventions With Evidence of Efficacy of Improving Behavior Outcomes Related to Academic Achievement Interventions With Evidence of Efficacy of Improving Social-Emotional Outcomes Related to Academic Achievement
GPRA Review YearReviewed PaperIntervention NameGrant Number
2023
Wasik, B. A., & Hindman, A. H. (2020). Increasing preschoolers' vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, 101–113. [WWC Review]		Story talk, a book reading interventionR305A140034
2023Clements, D. H., Sarama, J., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the efficacy of a learning trajectory for early shape composition. American Educational Research Journal, 56(6), 2509–2530. [WWC Review]Learning trajectories-based instructionR305A150243
2022McClelland, M. M., Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., & Tracy, A. N. (2019). Red light, purple light! Results of an intervention to promote school readiness for children from low-income backgrounds. Frontiers in Psychology, 10, 2365. [WWC Review]Red light, purple light circle time gamesR305A150196
2020Whittaker, J. V., Kinzie, M. B., Vitiello, V., DeCoster, J., Mulcahy, C., & Barton, E. A. (2020). Impacts of an early childhood mathematics and science intervention on teaching practices and child outcomes. Journal of Research on Educational Effectiveness, 13(2), 177–212. [WWC Review]MyTeachingPartner-Math/ScienceR305A120631; R305B140026
2020Spencer, T. D., Moran, M., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early efficacy of multitiered dual-language instruction: Promoting preschoolers' Spanish and English oral language. AERA Open, 6(1), 1–16. [WWC Review]Multitiered Dual-language InstructionR305A140093
2018Lipsey, M. W., Farran, D. C., & Durkin, K. (2018). Effects of the Tennessee prekindergarten program on children's achievement and behavior through third grade. Early Childhood Research Quarterly, 45, 155–176.Tennessee Pre-K ProgramR305E090009
2017Upshur, C. C., Heyman, M., & Wenz-Gross, M. (2017). Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes. Journal of Applied Developmental Psychology, 50, 15–25 [WWC Review]Second Step Early Learning (SSEL)R305A130336
2016Phillips, B. M., Tabulda, G., Ingrole, S. A., Burris, P. W., Sedgwick, T. K., & Chen, S. (2016). Literate language intervention with high-need prekindergarten children: A randomized trial. Report. Tallahassee, Florida: Florida State University. [WWC Review]Literate language interventionR305F100027
2015Landry, S., Zucker, T. A., Williams, J. M., Merz, E. C., & Guttentag, C. L. (under review). Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents. Early Childhood Research Quarterly. 
 
2015Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2012). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year. American Educational Research Journal, 50, 812–850 [WWC Review]TRIAD model
R305K050157
 
2015Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on Mathematics and Executive Function of a Mathematics and Play Intervention Versus Mathematics Alone, Journal for Research in Mathematics Education, 51(3), 301–333.Building BlocksR305A080700
2015Brotman, L. M., Dawson-McClure, S., Calzada, E. J., Huang, K., Kamboukos, D., Palamar, J., and Petkova, E. (2013, May). Cluster (school) RCT of ParentCorps: Impact of kindergarten academic achievement. Pediatrics, 131(5), 1521–1529. [WWC Review]ParentCorpsR305A100596
2014Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences, 110 (29), 12138–12143. [WWC Review]Parents and Children Making Connections- Highlighting Attention (PCC-A)R305B070018