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.

ABOUT THIS PROJECTThe goal of Promoting Equitable Engagement and Relationships through Speech (PEERS) is to create a systematic guide to support teachers in organizing groupings of children during play time [...]

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 [...]

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.