In this randomized controlled trial, our team examines the implementation and effectiveness of one teacher professional learning program, Language Essentials for Teachers of Reading and Spelling (LETRS).

This multiyear, multisite research project consists of two randomized controlled trials to understand how and when to best teach phonemic awareness to prekindergartner and kindergartner children.

AUTHORS: Shayne B. Piasta, Ph.D.; Rachel E. Schachter, Ph.D.; Kelly M. Purtell, Ph.D; Clariebelle Gabas, Ph.D.; Paige Wernick, M.S. Early childhood is a critical time to foster young children’s language [...]

PROJECT SUMMARYSTEPS-2 is a longitudinal study designed to examine the linguistic characteristics of Speech-Language Pathologists’ (SLP) child-directed talk during school-based therapy sessions and the contributions of such talk to the [...]

LIME is a 12-week at-home adult-child learning program designed to improve children’s early development and skills.

In this multiple methods, community-engaged project, we leverage advancements in technology to develop an innovative approach to accelerate testing and translation of generalizable evidence-based practices (EBPs) in education. This pilot test will look at alphabet learning.

How are teachers displaying items with writing on them — the physical literacy environment, an important factor shaping children’s emergent literacy skills — when students of different ages share the same preschool classroom? That’s what Crane researchers sought to find out.

Get 8 tips for families on making the most of the time spent reading with your young child.

Nonspeaking Readers is a study on the effects of two commercially available reading curricula designed for students with severe disabilities.

A research brief on the organization of early learning classroom environments to support early literacy skills.

The ED3 Project aims to better understand how to provide intervention for children that need help learning new vocabulary.

This brief examines the support and needs for teachers of dual-language learners. The brief also makes recommendations for early childhood teachers and administrators.