Project Activities
Research question
- Did ERF participants improve their language and literacy outcomes relative to children who were enrolled in non-ERF preschools?
- What social and emotional outcomes did ERF participants attain relative to children in non-ERF preschools?
- How did language and literacy instructional practice differ between ERF preschools and non-ERF preschools?
Structured Abstract
Design
The study focused on a single cohort of ERF applicants that applied for funding in Fiscal Year 2003. Using regression discontinuity methods, the study compared child outcomes and literacy instruction between 28 sites that received grants and 37 sites that applied for but did not receive ERF funding. Data collection was conducted during the 2004–05 school year and included individual assessments of four-year-old children's early language and literacy skills; classroom observations; and surveys of preschool directors, preschool teachers, and parents.
Key findings
- Overall, ERF had a statistically significant positive effect on children's print and letter knowledge but no statistically discernable impact on phonological awareness or oral language.
- ERF had a positive impact on the number of hours of professional development that teachers received and on the use of mentoring as a mode of training.
- ERF had a significant impact on many aspects of classroom environments and teacher practices that were major focuses of the program, including language environment of the classroom, book-reading practices, phonological awareness activities, and materials and teaching practices to support print and letter knowledge and writing.
People and institutions involved
IES program contact(s)
Products and publications
A report, titled National Evaluation of Early Reading First, was released in May 2007.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
