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.
Additional Publications
“Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement” published in Child Development
“Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains” published in Early Education and Development
Meet the Project Team
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, 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
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
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 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.