Outcomes of an Emergent Literacy Intervention From Head Start Through Second Grade

The present investigation is a replication of an emergent literacy intervention in Head Start with a new cohort of children and includes a follow-up of both the original cohort and the replication cohort through the end of 2nd grade. Positive effects at the end of Head Start obtained in the original...

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Bibliographic Details
Published in:Journal of educational psychology 1999-06, Vol.91 (2), p.261-272
Main Authors: Whitehurst, Grover J, Zevenbergen, Andrea A, Crone, Deane A, Schultz, Margaret D, Velting, Olivia N, Fischel, Janet E
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Child development
Developmental psychology
Elementary School Students
Female
Fundamental and applied biological sciences. Psychology
Head Start project
Human
Kindergarten Students
Learning
Literacy
Literacy Programs
Male
Preschool Education
Preschool Students
Project Head Start
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Education
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Summary:The present investigation is a replication of an emergent literacy intervention in Head Start with a new cohort of children and includes a follow-up of both the original cohort and the replication cohort through the end of 2nd grade. Positive effects at the end of Head Start obtained in the original study were replicated, and effects on emergent literacy skills in both cohorts were maintained through the end of kindergarten. Effects of the emergent literacy intervention did not generalize to literacy outcomes at the end of 1st and 2nd grades. Growth in emergent literacy skills and literacy skills from year to year was strongly influenced by variation in the Head Start centers and school districts attended by children in the sample. Although children in the sample began formal reading instruction with relatively low levels of emergent literacy skills, they showed substantial gains with respect to national norms by the end of 2nd grade.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.91.2.261