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- Child poverty
in perspective: An overview of child well-being in
rich countries - this UNICEF report shows that
the UK needs to improve in a number of areas (UNICEF,
Feb 2007)
- Development
in the early years - a report that shows that
the most powerful predictor of later academic and
labour market success is the ability of children to
copy basic designs by L. Feinstein (November, 2006)
- Mother-child
bookreading in low-income families: Correlates and
outcomes during the first three years of life
- this article shows that relations between reading
to children and children's language and cognitive
development begin very early, by Helen Raikes (Child
Development, August 2006)
- The
Birth to School Study: A Longitudinal Evaluation of
the Peers Early Education Partnership (PEEP) 1998-2005
- this report shows that good quality parenting leads
to improved cognitive and social skills for the children
(DfES, August 2005) More
reports on PEEP
- Transforming
the early years in England - this article explores
the design and implementation of early years educational
policy in England between 1997-2004, by K. Sylva (ORE,
March 2005)
- Bookstart:
Planting a seed for life - an evaluation of Bookstart
between Sept '03 and September '04, by Fiona Collins
(Roehamption University, January 2005)
Earlier
evaluations of Bookstart
- Sure
Start - summaries of various evaluations (2001-2004)
- Effective provision
of pre-school education (EPPE) project: Final report
- this research report summarises the empirical work
published in several technical papers, by K. Sylva
(DfES, November 2004) Earlier
EPPE report (2003)
- Predicting
curriculum and test performance at age 7 - this
UK study shows phonological awareness is best performance
predictor, by R. Savage (BJEP, June 2004)
- Emotion and
cognition in students who struggle to read - investigating
emotional reactions to reading and the influence of
emotions on cognition and mood, by Zambo (RP, July
2004)
- Sixth survey of
parents & their use of early years services
- parents believe nursery education helps children's
academic development, by A. Bell (DfES, April 2004)
- Accelerating
the development of reading, spelling and phonemic
awareness skills in initial readers - synthetic
phonics is more effective than analytic phonics in
teaching reading and spelling, by. R.S. Johnston (RW,
2004)
- What toddlers
talk about - richness of early vocabulary is related
to richness of parents' talk this US study shows,
by B. Hart (First Language, 2004)
- Early language development and
television - a NLT review of the evidence (March
2004)
- The impact of
early schooling on subsequent literacy and numeracy
performance - this Australian study shows that
an additional year in primary school is good for literacy,
by C. Ryan (Australian National University, January
2004)
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Overview
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A report on an analysis
of the 1970 British Cohort Study indicated a strong relationship
between underachievement and social class; the difference
in achievement can be seen in children as young as 22 months,
and the gap gets wider the older they get.
Harvard
University research evidence from the United States shows
that pre-school language and literacy experiences are strong
predictors of early language and literacy growth, which was
in turn a strong predictor of reading comprehension by 4th
Grade (age 9).
An influential long-term research study in England, the Effective
Provision of Pre-school Education (EPPE) found that while
parents' social class and levels of education make a difference,
the quality of the home learning environment is key. In other
words, what parents do at home is more important than who
they are.
Research published in 2003 showed that children who participated
in the PEEP
early intervention programme made significantly more progress
in their learning than a comparison group of children in terms
of their vocabulary, language recognition and their understanding
of books and print.
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