ProPELL: Promoting Preschoolers’ Early Language Learning

About the Project

Children’s early language development is considered crucial for their school readiness and later reading success (Dickinson & Porche, 2011; Language and Reading Research Consortium, 2015; National Early Literacy Panel, 2008). However, more work is necessary to understand the malleable classroom factors associated with positive language gains for children enrolled in early childhood education.

The Promoting Preschoolers’ Early Language Learning (ProPELL) project is a 4-year study, funded by the Institute of Education Sciences, working in partnership with the University of Nebraska-Lincoln and Vanderbilt University. The project uses the APPLE: Ohio dataset to further explore the language gains that children make during early childhood programming and factors related to these gains.

PROJECT OBJECTIVES

ProPELL seeks to address the following aims:

– 1 –

For children enrolled in early childhood programming, to what extent do their language gains predict their kindergarten readiness and grade 3 reading outcomes?

– 2 –

What classroom factors, including those regulated by policy, classroom practices, and other processes, are associated with children’s language gains during early childhood education?

Publications

Read the white paper on “Early Childhood Learning and Children’s Literacy Skills in Kindergarten and Third Grade” which explores research findings for Aim 1, examining the extent to which language gains predict future reading outcomes.

Meet the Project Team

ProPELL Shayne Piasta

Shayne Piasta, PhD

Principal Investigator

Dr. Piasta’s research focuses on literacy development for preschoolers through elementary-aged children and how to best support development of these skills.

Learn more about Dr. Piasta here.

Clariebelle Gabas, PhD

Post-doctoral Researcher

Dr. Gabas’ research interests revolve around children’s language and literacy development including early writing skills, specifically for children from culturally and linguistically diverse backgrounds.

Read more about Dr. Gabas here.

Kelly Purtell

Kelly Purtell, PhD

Co-Investigator

Dr. Purtell’s research examines how policies and practices can impact children’s early childhood education and promote developmental gains.

Read more about Dr. Purtell here.

Hyejin Kim

Hyejin Kim

Graduate Student

Rachel Schachter, PhD

Site Principal Investigator

Dr. Schachter’s research focuses on creating evidence-based supports that improve teachers’ practices and, in turn, improve outcomes for the children whom they teach.

Read more about Dr. Schachter here.

Jamlick Bosire

Jamlick Bosire

Graduate Student

Jessica Logan, PhD

Co-Investigator

Dr. Logan’s research examines a wide range of statistical analysis to better understand children’s cognitive development and factors that contribute to it.

Learn more about Dr. Logan here.

Paige Wernick

Paige D. Wernick

Graduate Student

Additional Team Members

Specifically, we would also like to acknowledge former graduate research assistants Kathryn Zimmermann, Busra Ceviren, Nathan Helseback, and Robert Nichols, and former postdoctoral researcher Laura Cutler.