Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
WWC Reviews:
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2010). Developing low-income preschoolers' social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 25-52. [WWC Review]
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., ... & Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children, 77(2), 161-183. [WWC Review]
Select Publications
Book chapter
Simmons, D.C., Pollard-Durodola, S.D., Gonzalez, J.E., Davis, M., and Simmons, L. (2007). The Construction of Shared-Reading Interventions: Principles for Accelerating the Vocabulary Development and Comprehension of Low-Income Households. In S.B. Neuman (Ed.), Literacy Achievement for Young Children from Poverty(pp. 187-212). Baltimore, MD: Brooks Publishing.
Journal articles
Davis, H.S., Gonzalez, J.E., Pollard-Durodola, S., Saenz, L.M., Soares, D.A., Resendez, N., Zhu, L., and Hagan-Burke, S. (2016).Home Literacy Beliefs and Practices among Low-Income Latino Families. Early Child Development and Care, 186(7): 1152-1172.
Durodola, S.D.P., Gonzalez, J.E., and Simmons, D.C. (2014). Accelerating Preschoolers' Content Vocabulary: Designing a Shared Book Intervention in Collaboration With Teachers. NHSA Dialog, 17(3).
Gonzalez, J.E., Acosta, S., Davis, H., Pollard-Durodola, S., Saenz, L., Soares, D., ... and Zhu, L. (2017). Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary. Early Education and Development, 28(1), 78-95.
Gonzalez, J.E., Darrensbourg, A., Perez, E., Villareal, V., Kim, M., and Haynes, R. (2011). Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in the English and Spanish Versions of the Familia Inventory: A Cautionary Tale. Early Childhood Research Quarterly, 26(4): 475-483.
Gonzalez, J.E., Pollard-Durodola, S., Simmons, D.C., Taylor, A.B., Davis, M.J., Fogarty, M., and Simmons, L. (2014). Enhancing Preschool Children's Vocabulary: Effects of Teacher Talk Before, During and After Shared Reading. Early Childhood Research Quarterly, 29(2), 214-226.
Gonzalez, J.E., Pollard-Durodola, S., Simmons, D.C., Taylor, A., Davis, M.J., Kim, M., and Simmons, L. (2011). Developing Low-Income Preschoolers' Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading. Journal of Research on Educational Effectiveness, 4(1): 25-52.
Pollard-Durodola, S., Gonzalez, J.E., Simmons, D., Taylor, A., Davis, M., and Simmons, L. (2011). The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay. Exceptional Children, 77(2): 161-183.
Related projects
Supplemental information
Co-Principal Investigator: Simmons, Deborah
In phase 2, the researchers are creating a Spanish version of the curriculum. A study to obtain preliminary evidence of the effectiveness of the Spanish version is planned for phase 3. Finally, a refined version of the English-language curriculum is being evaluated.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
