TY - JOUR
T1 - Sustained effects of a school readiness intervention
T2 - 5th grade outcomes of the Head Start REDI program
AU - Welsh, Janet A.
AU - Bierman, Karen L.
AU - Nix, Robert L.
AU - Heinrichs, Brenda N.
N1 - Publisher Copyright:
© 2020
PY - 2020/10/1
Y1 - 2020/10/1
N2 - This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. 44 Head Start classrooms were randomly assigned to intervention or a usual practice control group, and 356 4-year-olds (25% African American, 17% Latino, 54% female) were followed through the end of 5th grade. Growth curve analyses revealed that significant intervention effects on teacher-rated social adjustment, academic engagement, and parent involvement identified at the end of the Head Start year were sustained throughout elementary school. These findings demonstrate that evidence-based curricula combined with professional development support can enhance preschool programming and promote the elementary school adjustment of children living in poverty.
AB - This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. 44 Head Start classrooms were randomly assigned to intervention or a usual practice control group, and 356 4-year-olds (25% African American, 17% Latino, 54% female) were followed through the end of 5th grade. Growth curve analyses revealed that significant intervention effects on teacher-rated social adjustment, academic engagement, and parent involvement identified at the end of the Head Start year were sustained throughout elementary school. These findings demonstrate that evidence-based curricula combined with professional development support can enhance preschool programming and promote the elementary school adjustment of children living in poverty.
UR - http://www.scopus.com/inward/record.url?scp=85084233349&partnerID=8YFLogxK
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U2 - 10.1016/j.ecresq.2020.03.009
DO - 10.1016/j.ecresq.2020.03.009
M3 - Article
C2 - 33994660
AN - SCOPUS:85084233349
SN - 0885-2006
VL - 53
SP - 151
EP - 160
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -