RIVETING RESEARCH BLOG SERIES. Early childhood researchers are using advancements in technology to support families with young children. A new study examined if e-books could effectively show parents ideas to make time reading with their child more meaningful.

RIVETING RESEARCH BLOG SERIES. Poverty is shown to have negative effects on young children’s language development. A mediated meta-analysis of more than 6,000 preschool children examined why by looking at whether socioeconomic risks impacts parent responsivity.

Shared storybook reading is the term used to describe the interactions between an adult and a child while reading a storybook together. Whether occurring at home or in classrooms, libraries, or other settings, caregiver-child shared reading is a strategy for developing early literacy skills in young children, and is at the core of book distribution programs like the Ohio Governor’s Imagination Library program. Numerous studies conducted over [...]

A study by Crane researcher, Dr. Britt Singletary, examines how informal care from other adults can impact infant and young-child development. Dr. Singletary presents findings on cognitive and language outcomes for infants aged 13-18 months.

Kids in Columbus Study (KICS) investigates how families with young children, specifically those living in low-income households, access and use community resources that are funded each year by the city of Columbus.

This five-year, NIH-funded project will examine the effect of a specific reading comprehension intervention aimed at helping elementary school students.

New research employed machine learning to develop, validate, and test an automatized system in order to identify child-directed speech occurring in a preschool classroom environment. Read on to learn more about the findings and possible action steps.

New research shows that observations of early childhood classrooms, often required by state regulatory systems, show differences between a teacher’s perceptions of their own literacy instruction and what is seen by observers. Read on to learn more about the findings and possible action steps.

The Crane Center’s Promoting Preschoolers’ Early Language Learning (ProPELL) project is an IES-funded project designed to investigate preschoolers’ early language learning. This project is done in partnership with colleagues from the University of Nebraska-Lincoln.

The BrightStart! project involves a collaboration with the Nemours Children’s Health System, Columbus’ Ready4Success initiative, and local early childhood programs to examine the efficacy of the Nemours® BrightStart! program through a 5-year randomized controlled trial funded by the Institute of Education Sciences.

Parental involvement in their child’s speech therapy is a best practice that is shown to improve child outcomes. This current Crane Center study increases our understanding of the ways in which speech-language pathologists (SLPs) support parental involvement in their child’s speech therapy homework, practice and activities.

Crane and Schoenbaum Centers, in partnership with Greene County Educational Service Center and Madison-Champaign Educational Service Center received a Striving Readers Comprehensive Literacy Grant to form the Ohio State Research Foundation Consortium which aimed to improve literacy outcomes for Ohio children birth to age five.