WWC review of this study

Effects of Preschool Curriculum Programs on School Readiness (NCER 2008-2009) [Language-Focused Curriculum vs. business as usual]

Preschool Curriculum Evaluation Research Consortium (2008). National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, U.S. Government Printing Office. Retrieved from: https://eric.ed.gov/?id=ED502153

  • Randomized Controlled Trial
     examining 
    195
     Students
    , grade
    PK

Reviewed: June 2022

No statistically significant positive
findings
Meets WWC standards without reservations
Language outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

PPVT-III

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
188 students

99.43

99.36

No

--
More Outcomes

Test of Language Development: Grammatical Understanding Subtest

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
187 students

9.59

9.55

No

--
Show Supplemental Findings

PPVT-III

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
186 students

99.78

100.27

No

--

Test of Language Development: Grammatical Understanding Subtest

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
187 students

10.02

9.99

No

--
Mathematics outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III Tests of Achievement (WJ-III) Applied Problems Subtest

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
186 students

98.89

96.57

No

--
More Outcomes

Child Math Assessment-Abbreviated Composite Score

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
187 students

0.63

0.60

No

--
Show Supplemental Findings

Woodcock-Johnson III Tests of Achievement (WJ-III) Applied Problems Subtest

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
185 students

100.08

98.41

No

--

Child Math Assessment-Abbreviated Composite Score

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
189 students

0.67

0.66

No

--
Reading & Literacy Related outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III (W-J III) Spelling subtest

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
165 students

99.77

96.50

No

--
More Outcomes

Preschool Comprehensive Test of Phonological and Print Processing (P–CTOPPP) Elision subtest

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
188 students

10.39

9.60

No

--

Woodcock-Johnson III Tests of Achievement (WJ-III) Letter-Word Identification Subtest

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
185 students

105.32

103.42

No

--

Test of Early Reading Ability - 3rd Edition (TERA-3)

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
186 students

90.81

88.34

No

--
Show Supplemental Findings

Woodcock-Johnson III (W-J III) Spelling subtest

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
179 students

107.85

106.01

No

--

Woodcock-Johnson III Tests of Achievement (WJ-III) Letter-Word Identification Subtest

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
187 students

109.50

108.16

No

--

Test of Early Reading Ability - 3rd Edition (TERA-3)

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
187 students

92.09

91.45

No

--
Social-Emotional Learning outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Social Skills Rating System (SSRS): Problem Behaviors Scale - Teacher form

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
181 students

100.78

94.98

No

--
More Outcomes

Preschool Learning Behaviors Scale (PLBS)

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
182 students

52.06

55.42

No

--

Social Skills Rating System (SSRS): Social Skills scale

Language-Focused Curriculum (LFC) vs. Business as usual

0 Days

Full sample;
181 students

103.17

110.37

No

--
Show Supplemental Findings

Learning Behaviors Scale (LBS)

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
156 students

46.17

44.73

No

--

Social Skills Rating System (SSRS): Problem Behaviors Scale - Teacher form

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
158 students

101.14

100.23

No

--

Social Skills Rating System (SSRS): Social Skills scale

Language-Focused Curriculum (LFC) vs. Business as usual

1 Year

Full sample;
154 students

97.46

97.39

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 47%
    Male: 53%

  • Rural, Suburban
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    Virginia
  • Race
    Black
    21%
    Other or unknown
    8%
    White
    71%
  • Ethnicity
    Hispanic    
    5%
    Not Hispanic or Latino    
    96%

Setting

The study was conducted in Head Start and public pre-kindergarten classrooms from two counties in Virginia, one rural county and one suburban county.

Study sample

For race, 21% were Black, 71% were White, and the remaining 8% were multiple races/other/not specified. Five percent of the overall sample were Hispanic.

Intervention Group

The Language-Focused Curriculum was designed for use with 3- to 5-year-old children with language limitations, including those with language impairment, children from disadvantaged backgrounds, and English language learners (ELLs). The curriculum includes thematic organization of content by day, week, and month; use of daily dramatic play to teach and use new linguistic concepts; use of teacher-led and child-let activities to organize daily experiences; explicit attention to oral language goals across the day; and teacher use of eight key "language stimulation techniques" when interacting with children in the classroom. The curriculum emphasizes the daily inclusion of teacher-child conversations within teacher-led and child-led interactions.

Comparison Group

Teachers in the comparison condition reported using the High/Scope curriculum. The study reports that the extent of High/Scope curriculum implementation in the comparison condition classrooms was not formally assessed.

Support for implementation

Teachers in the intervention condition participated in a 3-day training workshop in August before the school year started. The workshop content included background information on language development. A follow-up training was held in November, where teachers attended an onsite 2-hour workshop to discuss their concerns with implementation, review feedback from their classroom observations, and review language stimulation techniques and appropriate use. Teachers attended another 3-hour workshop in January/February, and this workshop focused on language stimulation and implementation activities.

 

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This download will include data files for study and findings review data and a data dictionary.

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