This experimental study assessed the effectiveness of three different language and literacy interventions, implemented in child care centers in Miami-Dade County, FL, that served children from low-income families.
Within six months of training all three language/literacy interventions had produced significant impacts on teacher behaviors and interactions with children that supported language and literacy development. By 18 months after training, these impacts were more pronounced and there were significant impacts in classroom activities that involved supports for literacy development. Two of the three interventions had significant impacts on all four measures of emergent literacy outcomes for children, i.e., definitional vocabulary; phonological awareness; knowledge and understanding; and an index of early literacy. The impact of the two interventions was much greater for children in classrooms with Spanish-speaking teachers than for children in classrooms with English-speaking teachers. These two interventions brought children close to or above the national norms on three of the four measured outcomes. Training and mentoring eliminated differences found before the intervention between less and more educated teachers’ child literacy practices.
Report Title: Evaluation of Child Care Subsidy Strategies: Findings from an Experimental Test of Three Language/Literacy Interventions in Child Care Centers in Miami-Dade County; Report may be obtained from Federal Contact
Agency Sponsor: ACF-OPRE, Office of Planning, Research and Evaluation
Federal Contact: Ivelisse Martinez-Beck, 202-690-7885
Performer: Abt Associates, Inc.
PIC ID: 8884