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Tejero Hughes, Marie, and Diana Martinez Valle-Riestra. "Early Childhood Special Education: Insights from Educators and Families." International Journal of Education 4, no. 2 (April 11, 2012): 59. http://dx.doi.org/10.5296/ije.v4i2.1534.
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Programs and services designed to meet the needs of young children with disabilities have increased substantially in recent years, often times without evaluating how effective the programs and services are at meeting the needs of children and families. This study sought to investigate how principals, teachers, and parents perceived how Early Childhood Special Education (ECSE) programs across 31 schools in a large, urban city in the United States (US) meet the needs of young children and their families. Thirty principals, 45 teachers, and 301 families participated in the investigation. Overall, all stakeholders identified the programs’ structure, personnel, and home to school connections as strengths. They also believed that ECSE programs were an appropriate place for young children with disabilities. Families and teachers indicated satisfaction with the frequency of communication; however, both families and principals still wanted to see an increase in communication between home and school. Areas needing improvement included critical elements needed in ECSE programs related to human resources, increased funding, and appropriate adult-child ratios. Implications for practice are discussed.
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Kim, Keon-Hee. "Early Childhood Special Education Teachers' Perspectives on Young Children with Disabilities." Journal of Special Education & Rehabilitation Science 55, no. 4 (December 31, 2016): 107–25. http://dx.doi.org/10.23944/isers.2016.09.55.4.6.
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Copland, Ian. "Developmentally Appropriate Practice and Early Childhood Special Education." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 1–4. http://dx.doi.org/10.1177/183693919502000402.
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This paper examines issues related to current practice in early childhood special education in the light of developmentally appropriate practice. The emerging debate revolves around the ‘appropriateness’ of DAP principles to the education of young children with disabilities. In particular, the importance placed on play in mainstream early childhood education and whether this can be transferred successfully to special education programs. The emergence of transactional/ecological approaches to early intervention appear to be addressing this issue. This approach is examined. The aim of this paper is, however, to stimulate further debate on the applicability of DAP to early childhood special education. Some possible future directions for research are discussed.
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Giordano, Gerard, and Sheela Stuart. "Early childhood special education pictorial literacy activities for young children with disabilities." Day Care & Early Education 21, no. 3 (March 1994): 44–46. http://dx.doi.org/10.1007/bf02361405.
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Alisauskiene, Stefanija. "THE REALIZED AND EXPECTED EARLY CHILDHOOD INTERVENTION PRACTICES IN LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 23. http://dx.doi.org/10.17770/sie2016vol3.1427.
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Inclusive early childhood practices are at the forefront of the research and practice efforts in many European countries. Inclusion in early childhood programs can set a trajectory for inclusion across the life course, making it critical that we include individuals with special educational needs in all facets of society from birth. In many European countries, including Lithuania, children with special educational needs and their families continue facing significant barriers to accessing inclusive high-quality early childhood practices and too many pre-school children with special educational needs and disabilities continue receiving special education services in separate settings, as opposed to the least restrictive environment. The aim of the research was to assess the realized and expected early childhood intervention practices while educating children with diverse needs in inclusive pre-school settings. The study was based on a survey using the instruments of Recommended Practices in Early Intervention/Early Childhood Special Education. The instrument includes the following topic areas: leadership, assessment, environment, family, instruction, interaction, collaboration, and transition.
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Kasprzak, Christina, Kathleen Hebbeler, Donna Spiker, Katy McCullough, Anne Lucas, Sharon Walsh, Judy Swett, et al. "A State System Framework for High-Quality Early Intervention and Early Childhood Special Education." Topics in Early Childhood Special Education 40, no. 2 (March 5, 2019): 97–109. http://dx.doi.org/10.1177/0271121419831766.
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The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement.
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Hanline, Mary Frances, and Lise Fox. "Learning within the Context of Play: Providing Typical Early Childhood Experiences for Children with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 18, no. 2 (June 1993): 121–29. http://dx.doi.org/10.1177/154079699301800205.
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Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood education best practice. Adopting such an approach, however, does represent a conceptual step away from existing practice. Further, allowing play activities to form the foundation on which effective instruction and classroom organization are built requires the utilization of best practice in the fields of early childhood education and early childhood special education in conjunction with effective practices for educating students with severe disabilities.
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Rooks-Ellis, Deborah L. "The Scholars Project: Maine’s Distance Education Model for Preparing Early Childhood Special Educators to Work With Young Children With Disabilities." Rural Special Education Quarterly 36, no. 2 (May 25, 2017): 84–91. http://dx.doi.org/10.1177/8756870517707926.
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The Early Childhood Opportunity (EChO) Scholars project was designed to address the following significant needs in Maine: (a) prepare highly qualified early interventionists and early childhood special educators through distance education, (b) develop a system of support through a mentor network, (c) provide a graduate-level early childhood special education (ECSE) curriculum emphasizing current evidence-based practices (EBPs), and (d) develop a feedback loop designed to assess candidate knowledge, skills, and implementation of EBPs. This article describes the results of a 4-year Office of Special Education Programs project designed to support early childhood special educators across rural Maine. Key program components, successes, and future directions for continuous improvement are highlighted.
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Lin, Pei-Ying, and Yu-Cheng Lin. "International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges." Policy Futures in Education 17, no. 1 (December 20, 2018): 71–86. http://dx.doi.org/10.1177/1478210318819226.
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Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD’s PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special education, the paper discusses the potential benefits young children with special needs may gain from the International Early Learning and Child Well-being Study (IELS), as well as considering caveats and challenges accompanying the use of IELS for these young special education populations. In particular, it raises a range of questions about what and how to collect, validly interpret, and use the IELS data to enhance early learning and development of exceptional learners in participating countries. Finally, the paper discusses accommodations that promote inclusionary assessment practices and level the playing field for young children with special needs.
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Amatori, Gianluca. "Preterm Infants: Parenting Implications and Perspectives in Early Childhood Special Education." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2021): 137–48. http://dx.doi.org/10.3280/ess1-2021oa11793.
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Preterm birth is an event that affects about 30,000 children a year, only in Italy. The great progress carried out in the context of neonatology (especially in recent decades) drastically reduced the risk of mortality. However, it should be reminded that these children may have a high risk of developing such serious complications which could potentially lead to permanent pathologies or disabilities, especially for those born to lower gestational ages (WHO, 2015). This contribution intends to analyze the phenomenon of prematurity according to the parenting and educational-teaching dimension. Premature parents, in fact, are immersed in a situation to which they were not prepared and which could interrupt or threaten the harmonious relationship with the newborn. For this reason, interdisciplinary synergistic actions should also be promoted in a way which calls Special Education both in direct support to families and in the preparation of generative welfare actions affecting educators and teachers, as valuable allies in early intervention and in the implementation of fully inclusive and efficient educational services for early childhood.
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Deardorff, Pamela, Gary Glasenapp, Mark Schalock, and Tom Udell. "TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education." Rural Special Education Quarterly 26, no. 3 (September 2007): 3–15. http://dx.doi.org/10.1177/875687050702600302.
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This article describes an innovative professional development program for paraeducators working with children with disabilities in early childhood special education settings. The model includes four components: (a) assessment of learning needs, (b) the formation of an individualized professional development plan, (c) participation in self-directed training using the TAPS curriculum materials, and (d) feedback and support by supervisors. The model was implemented with three cohorts of participants in Early Childhood Special Education programs serving rural and suburban communities in Oregon. Positive outcomes were found for all paraeducators, regardless of experience or education level. Implications for alternative potentially cost-effective rural professional development programs for paraeducators are discussed.
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Chen, Jing, Tzu-Jung Lin, Laura Justice, and Brook Sawyer. "The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms." Journal of Autism and Developmental Disorders 49, no. 7 (September 1, 2017): 2779–94. http://dx.doi.org/10.1007/s10803-017-3272-4.
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Al-Zboon, Eman, and Ibrahim Jumia'an. "Psychological Security Among University Students: Highlighting Pre-Service Teachers of Children with Disabilities and Pre-School Children." Mediterranean Journal of Social Sciences 11, no. 6 (November 21, 2020): 41. http://dx.doi.org/10.36941/mjss-2020-0062.
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A survey of psychological security among pre-service teachers is significant for policy-makers in health and education services sectors to certify skilled teachers to work with children. So, the purpose of the current study was to investigate the level of psychological security of Jordanian pre-service special education and early childhood teachers. A descriptive method design was adopted. A survey was used to collect data about the level of psychological security of Jordanian pre-service teachers. Participants of the study were 216 special education and early childhood teachers. Results showed that teachers cited average levels of PS and 10.6 % of all participants had a low level of PS. Teachers rated thinking about the future, life being interesting, love between people, and unknown things as problematic issues in PS. Results revealed no statistically significant mean differences due to gender, average achievement or religious commitment. Recommendations for field and future research are presented.
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Novitayanti, Lili, and Luh Ayu Tirtayani. "Teachers-Students’ Interaction in Early Childhood Inclusion Program." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 96. http://dx.doi.org/10.23887/jere.v3i2.18766.
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UNESCO has defined inclusive education as a chance for children with disabilities to learn in the same class with their non-disable peers. It becomes the most equitable chance for those school age students with disabilities to get their right. The implementation of early childhood inclusion programs in Bali is relatively new. Thus, an analysis on its implementation is needed in order to know in extend the program is effective. This study aims to describe the effectiveness of the teachers-students social interaction in early childhood inclusion program. It is an evaluative research by focusing on the learning process, including aspects of plan, implementation, and assessment. There are 119 respondents, who are headmasters and teachers of Kindergarten, involved in this study. Data are collected through questionnaire that have been tested for being validated. The result shows that social interaction of teachers and students are: (1) positive from the aspect of planning with F + = 53.781% and F─ = 46.218%, (2) not effective in the aspect of implementation with F + = 47.058% and F─ = 52.941%, and (3) not effective social in the aspect of evaluation with F + = 42.857% and F─ = 57.142%. It can be concluded that the social interaction of teachers and students in inclusion early childhood education program in is less effective (+ ─ ─). The teacher-students‘ social interaction as pivotal aspect of learning process, especially for special need students, needs to improve.
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Brown, Fredda, and Shirley Cohen. "Self-Determination and Young Children." Journal of the Association for Persons with Severe Handicaps 21, no. 1 (March 1996): 22–30. http://dx.doi.org/10.1177/154079699602100105.
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The development of self-determination in individuals with severe disabilities is recognized as a critical goal for special education. Although increasing attention is being paid to this subject, efforts to date have focused largely on adolescents and young adults. It is highly unlikely that the characteristics associated with self-determination suddenly emerge in adolescence. This article calls attention to the need to look at the early roots of self-determination from a developmental point of view and examines the relationship of selected practices in early childhood special education to skills associated with self-determination. Curriculum and instructional approaches that appear to support the foundations of self-determination are discussed.
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Kim, Younghee M., and Alan I. Sugawara. "Perceptions of Early Childhood Special Education Professionals: Assessment of Functional Skills Among Children With Special Needs." Early Child Development and Care 146, no. 1 (January 1998): 33–40. http://dx.doi.org/10.1080/0300443981460104.
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Danner, Natalie, and Susan Fowler. "Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access." Journal of Montessori Research 1, no. 1 (November 14, 2015): 28. http://dx.doi.org/10.17161/jomr.v1i1.4944.
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<p>Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms. Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.</p>
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Piasta, Shayne B., Brook Sawyer, Laura M. Justice, Ann A. O’Connell, Hui Jiang, Mine Dogucu, and Kiren S. Khan. "Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading." Journal of Early Intervention 42, no. 3 (October 25, 2019): 224–43. http://dx.doi.org/10.1177/1053815119883410.
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Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers’ provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children’s language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.
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Biglan, Anthony, Georgia L. Layton, Laura Backen Jones, Martin Hankins, and Julie C. Rusby. "The Value of Workshops on Psychological Flexibility for Early Childhood Special Education Staff." Topics in Early Childhood Special Education 32, no. 4 (November 3, 2011): 196–210. http://dx.doi.org/10.1177/0271121411425191.
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High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of experiential avoidance (EA) and mindful awareness (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members’ EA, increased teachers’ MA and valued living (VL), and improved teachers’ sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting.
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Hojnoski, Robin L., Kristen N. Missall, and Brenna K. Wood. "Measuring Engagement in Early Education: Preliminary Evidence for the Behavioral Observation of Students in Schools–Early Education." Assessment for Effective Intervention 45, no. 4 (December 26, 2018): 243–54. http://dx.doi.org/10.1177/1534508418820125.
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Engagement in early childhood is defined as a child’s level of participation with the environment. Engagement is an important construct in assessment and intervention of social and early learning competence given its link to school achievement. Few tools exist to assess engagement of young children in early education, and there is a need for a systematic direct observation tool that can be applied universally (e.g., with all young children) in these settings. This article describes preliminary evidence of validity and reliability for the Behavioral Observation of Students in Schools–Early Education (BOSS-EE). Specifically, the article describes results from a survey of experts and practitioners in which feedback was solicited on target behaviors and operational definitions, presents reliability data (i.e., interobserver and test–retest), examines correlations with a criterion measure, and describes variability across settings, sites, and methods (i.e., video vs. in vivo). Next steps in measurement development are discussed with attention to the challenges of producing a tool that can be used in a range of early education settings with diverse groups of young children.
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Hebbeler, Kathleen M., Barbara J. Smith, and Talbot L. Black. "Federal Early Childhood Special Education Policy: A Model for the Improvement of Services for Children with Disabilities." Exceptional Children 58, no. 2 (October 1991): 104–12. http://dx.doi.org/10.1177/001440299105800202.
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Федосова, Ирина Евгеньевна. "CONCEPTUAL FRAMEWORK FOR EARLY CHILDHOOD EDUCATION QUALITY MONITORING IN THE RUSSIAN FEDERATION." Pedagogical Review, no. 6(34) (December 14, 2020): 41–51. http://dx.doi.org/10.23951/2307-6127-2020-6-41-51.
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Представлены научные предпосылки и концептуальные основы новой системы мониторинга качества дошкольного образования (МКДО) в Российской Федерации. Описаны цели и задачи Концепции МКДО, области, показатели и система уровневой оценки качества дошкольного образования. Представлена модель разностороннего оценивания качества образования в дошкольных образовательных организациях, модель многоуровневого сбора информации МКДО с использованием единой информационной платформы МКДО. Обозначены возможные направления использования результатов мониторинговых процедур на всех уровнях системы дошкольного образования России. The article presents the scientific background for the development of the new quality monitoring system in the Russian Federation, as well as goals, objectives and main provisions of the Conceptual framework for early childhood education quality monitoring in the Russian Federation. The article presents a system of level assessment of the quality of preschool education, which is embedded in the monitoring concept. The article presents a model of comprehensive assessment of the quality of education in preschool institutions, a model of multilevel collection of information from the MKDO using the unified information platform of the monitoring. It describes the aspects and indicators for assessment and evaluation of the quality of early childhood education in early childhood classrooms and in early childhood settings in general. The authors of the concept proposes 9 areas of quality to organize information monitoring: educational guidelines; educational program; teacher qualifications; content of educational activities; educational process organization; educational environment; creation of conditions for preschool education of children with special needs and disabilities; interaction with parents; provision of meals to students and preschool institution employees; child protection and health improvement, management and development of the organization. It formulates possible directions of implementation of the results of monitoring procedures at all levels of early childhood education system in the Russian Federation.
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Golubovic, Spela, Jasminka Markovic, and Lidija Perovic. "Things that can be changed in early intervention in childhood." Medical review 68, no. 7-8 (2015): 267–72. http://dx.doi.org/10.2298/mpns1508267g.
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Introduction. Early intervention implies a model of support focused on a child, family and a broader community from early childhood. The aim of this study was to analyze the elements of the successful early intervention in childhood, as well as to assess the role of a special educator and rehabilitator and level of their involvement in implementing the program on the territory of Novi Sad. Material and Methods. The study sample included 100 parents of children with disabilities (aged 3-7), who completed the questionnaire designed for the purposes of this research, based on a similar questionnaire design. Results. Speech delay is one of the most common reasons (over 50%) why parents seek professional help. By the end of the first year of life of their child, 43% of parents responded that they had noticed the first problems, that is, a problem was identified in 25% of children of this age group, and the same number was included in the treatment. About 55% of children were involved in organized treatment from 3 years of age onwards. Special educators and rehabilitators are usually involved in treatment when the team consists of three or more professionals. Conclusions. It is necessary to improve early intervention services, to educate staff, and provide conditions which would make it possible to overcome the existing disadvantages in treating children from an early age. In addition, the involvement of special education and rehabilitation professionals in treatment teams since children?s early age is vital.
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Beare, Paul L., and Evelyn C. Lynch. "Underidentification of Preschool Children at Risk for Behavioral Disorders." Behavioral Disorders 11, no. 3 (May 1986): 177–83. http://dx.doi.org/10.1177/019874298601100301.
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Federal legislation (PL 94-142) has placed the responsibility for the identification, screening, assessment, and placement of young children exhibiting or at risk for learning, behavioral, and/or cognitive problems with the local public schools. It is children who exhibit mild to moderate delays or differences in the area of social development that are often difficult to identify through the yearly preschool screening efforts common to most school systems. This study employed a comparison of students on a standardized behavioral checklist and follow-up observations to examine the underidentification of behavioral disorders in the preschool population attending licensed daycare settings. Results indicated that the profiles of children identified by their early education teacher as having behavior problems resembled the profiles of children in the same communities enrolled in early childhood special education for this problem. Observation of these target children in the daycare setting confirmed the teachers behavioral ratings. Changes in screening procedures and service delivery are discussed.
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Putra, Ari. "Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education." Early Childhood Research Journal (ECRJ) 1, no. 1 (December 17, 2018): 1–7. http://dx.doi.org/10.23917/ecrj.v1i1.6582.
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The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts
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Lambert, Matthew C., Cynthia J. Cress, and Michael H. Epstein. "PSYCHOMETRICS OF THE PRESCHOOL BEHAVIORAL AND EMOTIONAL RATING SCALE WITH CHILDREN FROM EARLY CHILDHOOD SPECIAL EDUCATION SETTINGS." Infant Mental Health Journal 36, no. 3 (April 27, 2015): 287–97. http://dx.doi.org/10.1002/imhj.21511.
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Hoffmann, Audrey N., Bistra K. Bogoev, and Tyra P. Sellers. "Using Telehealth and Expert Coaching to Support Early Childhood Special Education Parent-Implemented Assessment and Intervention Procedures." Rural Special Education Quarterly 38, no. 2 (April 13, 2019): 95–106. http://dx.doi.org/10.1177/8756870519844162.
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Researchers and clinicians have successfully demonstrated the use of telehealth in supporting parents to conduct functional analyses (FAs) and subsequent functional communication training (FCT). We replicated and extended previous research by utilizing telehealth to train an existing Early Childhood Special Education (ECSE) Behavior Specialist to support parent implementation of behavioral procedures. Board Certified Behavior Analysts (BCBAs) coached the existing Behavior Specialist via telehealth, who in turn trained and supported parents to conduct FAs and implement FCT in a community clinic. In four children, 3 years of age and younger, the function of challenging behavior was successfully identified according to a multielement research design. Challenging behavior reduced, and the selected appropriate communication response increased for all participants, evaluated using an AB research design. This study provides initial evidence that parents in rural settings can successfully implement assessment and intervention procedures with the support of an existing ECSE Behavior Specialist receiving coaching from BCBAs via telehealth.
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Lai, Yuk Ching. "A Pilot Study of Hong Kong Fathers' Opinions on Early Childhood Special Education for Young Children with Disabilities." International Journal of Early Childhood Learning 19, no. 2 (2013): 11–20. http://dx.doi.org/10.18848/2327-7939/cgp/v19i02/48396.
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YILDIRIM, Emel SARDOHAN, and Gönül AKÇAMETE. "Determination Of Difficulties Encountered By Mothers Having Children With Multiple Disabilities During Early Childhood Special Education Services Process." Cumhuriyet International Journal of Education 3, no. 1 (March 1, 2014): 74–89. http://dx.doi.org/10.30703/cije.321336.
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Nielsen, Kathleen, Kathryn Andria-Habermann, Todd Richards, Robert Abbott, Terry Mickail, and Virginia Berninger. "Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language During Middle Childhood and Early Adolescence." Journal of Psychoeducational Assessment 36, no. 7 (March 27, 2017): 651–69. http://dx.doi.org/10.1177/0734282917698056.
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Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning disabilities in written language (SLDs-WL; n = 42 control) or with SLDs-WL ( n = 29 dysgraphia, n = 65 dyslexia, or n = 19 oral and written language learning disability [OWL LD]). Parent ratings fell in the clinical or at-risk ranges for some individuals in all groups, but mean BASC2 PRS ratings showed nine significant main effects for group ( n = 4): Behavioral Symptoms Index, Internalizing Problems Composite, Adaptive Skills Composite, two Clinical Scales (Atypicality and Attention Problems), and four Adaptive Scales (Adaptability, Activities of Daily Living, Leadership, and Functional Communication). Each SLDs-WL group differed significantly from the control group on these nine ratings, except dysgraphia on Atypicality and dyslexia on Adaptive Composite, Adaptability, and Leadership; and each correlated with one or more hallmark impairments associated with a specific SLD-WL. In a functional magnetic resonance imaging (fMRI) study (without OWL LD), the dysgraphia and dyslexia groups, but not control group, showed connectivity with amygdala; BASC2 PRS Internalizing Problems Composite (internal stress) correlated with amygdala connectivity from two cortical regions involved in written word processing and production for total sample ( N = 40). Applications to assessing emotional and behavioral correlates of SLDs-WL for educational services and future research are discussed.
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Goldstein, Howard. "Knowing What to Teach Provides a Roadmap for Early Literacy Intervention." Journal of Early Intervention 33, no. 4 (December 2011): 268–80. http://dx.doi.org/10.1177/1053815111429464.
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Promoting literacy development was not a priority for early childhood special educators 25 years ago. The turn of the century gave rise to a scientific basis of reading that outlined what skills need to be taught to facilitate literacy achievement. Steady progress has been made in moving early childhood education to teaching the skills that are needed to prevent reading disabilities, with particular attention to at-risk populations. The big challenge in the next 25 years will be to develop effective procedures for teaching those skills to children with intellectual and other developmental disabilities. Meeting this challenge will have far reaching implications for preparing all students to participate in our highly literate world.
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Epley, Pamela H. "Parentsʼ Perspectives of Early Childhood Special Education, Engagement in Everyday Learning Activities, and Kindergarten Performance of Children With Disabilities." Infants & Young Children 26, no. 3 (2013): 249–64. http://dx.doi.org/10.1097/iyc.0b013e31829307cb.
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Waters, Chanti F., Mila Amerine Dickens, Sally W. Thurston, Xiang Lu, and Tristram Smith. "Sustainability of Early Intensive Behavioral Intervention for Children With Autism Spectrum Disorder in a Community Setting." Behavior Modification 44, no. 1 (July 16, 2018): 3–26. http://dx.doi.org/10.1177/0145445518786463.
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This study examined whether outcomes in early intensive behavioral intervention (EIBI) during a university-led multisite project could be replicated by the same community agency independently of the project. Participants, age 18 to 75 months at onset of intervention, were 48 children with autism spectrum disorder (ASD) enrolled in 35 hr per week of publicly funded, community-based EIBI for 3 years and 46 children who were matched on baseline characteristics and received early childhood services as usual (SAU) through local early childhood special education providers. Linear mixed models indicated that EIBI participants improved significantly more than SAU participants on standardized tests of IQ, nonverbal IQ, adaptive behavior, and academic achievement, administered by independent evaluators. Although limited by the use of a matched comparison group rather than random assignment, the study provides evidence for the sustainability of effective EIBI in community settings for children with ASD who start intervention at varying ages throughout early childhood.
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Diaz-Diaz, Claudia, Paulina Semenec, and Peter Moss. "Editorial: Opening for debate and contestation: OECD’s International Early Learning and Child Well-being Study and the testing of children’s learning outcomes." Policy Futures in Education 17, no. 1 (January 2019): 1–10. http://dx.doi.org/10.1177/1478210318823464.
Full textAbstract:
This special issue aims to bring critical perspectives to bear on a growing phenomenon in education: comparative assessment of educational performance using standardized measures of outcomes or ‘international large-scale assessments’. We focus on one of its latest examples: the International Early Learning and Child Well-being Study. Proposed by the Organisation for the Economic Co-operation and Development (OECD, n.d.a) in 2012, this study is now being put into practice, targeting early childhood education and young children in particular. The articles in this edited collection offer varied critiques of this project as well as critiques of the influential role that the OECD is playing in how member countries design, implement and assess their early childhood education.
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Salley, Jessica, Libby Crook, Taylor Iske, Angela Ciccia, and Jennifer P. Lundine. "Acute and Long-Term Services for Elementary and Middle School Children With Early Childhood Brain Injury." American Journal of Speech-Language Pathology 30, no. 2S (April 16, 2021): 908–19. http://dx.doi.org/10.1044/2020_ajslp-20-00045.
Full textAbstract:
Purpose The purpose of this study was to investigate the rates of referral to and receipt of acute and long-term services and identify factors that could impact these rates for children who experienced an acquired brain injury (ABI) during early childhood who are now in elementary and middle school. Method This was a retrospective chart review and prospective phone survey of 29 caregivers of children with ABIs. Results Acutely, two thirds of this sample received hospital-based rehabilitation services, but only 44.8% of families reported receiving ABI-specific education or a referral to educational or rehabilitation services at the time of discharge. At an average of 8.5 years postinjury, children in this sample were largely reported to be performing positively in school. While special education rates did not change significantly over time, 20.7% of the sample reported having unmet educational needs. Additionally, service receipt decreased over time. Various injury and educational factors influenced rates of long-term special education and service receipt. Conclusions This study contributes to the emerging literature focusing on long-term outcomes of children with ABI. The results reinforce that children who experience an ABI in early childhood are unlikely to receive ABI-specific education or referrals to educational and rehabilitation services during their acute-care stay and, in the chronic stages of recovery, present with educational and therapy needs that can go unmet. To improve long-term service access for children who experience an early ABI, pathways need to be established within the acute-care setting for education and referrals that connect the child and family to treatment within early intervention and educational systems. Maintaining these pathways long term, particularly for potential social-behavioral and cognitive-communication concerns, could increase access to appropriate services and, thus, decrease unmet needs for children with ABI.
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Yunita Murdiyaningrum and Novrian Satria Perdana. "Operational Cost Requirements Analysis in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 58–70. http://dx.doi.org/10.21009/jpud.141.05.
Full textAbstract:
The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved.
Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid
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Soto-Boykin, Xigrid T., Anne L. Larson, Arnold Olszewski, Veena Velury, and Anna Feldberg. "Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities." Topics in Early Childhood Special Education 41, no. 1 (March 15, 2021): 18–30. http://dx.doi.org/10.1177/0271121421991222.
Full textAbstract:
Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.
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Aryanti, Tatik, and Melati Ismi Hapsari. "Implementasi Parenting Berkelanjutan TK Aisyiyah I, II, III dan IV Rawalo Kec. Rawalo, Kabupaten Banyumas." JSSH (Jurnal Sains Sosial dan Humaniora) 1, no. 2 (September 2, 2017): 125. http://dx.doi.org/10.30595/jssh.v1i2.1843.
Full textAbstract:
Children are small people who have the potential to be developed. Children have certain characteristics that are unique and not the same as adults, they are always active, dynamic, enthusiastic and curiosity about what they see, hear, feel, as thought they never stop exploring and learning. The age of birth to enter the basic education is a golden period as well as a critical period in the life stage that will determine the development of the next child. This period is a good time to lay the groundwork for the development of physical, linguistic, social emotional, self concept, art, moral and religious value. Parenting progam aims to give provision and understanding the parents about nurture which give stimulation for childhood. This nurture will support childhood in education activity in PAUD Aisyiyah (Aisyiyah Kindergarten). The benefit for parents and society, can give understanding about childhoodeducation and sensitize parents about the important of early stimulation for child in daily nurture. For childhood, with environtmental conditions which condicive to development and growth from fmily and PAUD (Kindergrten) achieving success and development task. Children with special needs can be interpreted with children who are classified as disabled or who bear the disabilities and also potential and talented children. Children with special needs are those with temporary or permanent special needs that require more intense educational services. Needs may be caused by abnormalities or are indeed innate or due to distressing economic, political, social, emotional and behavioral pressures. Called special needs because children have abnormalities and presence with normal children in general. Having a healthy, active, and intelligent child would be the the dream off all parents. But, not a few parents of children with special needs who feel the dream is destroyed. To as children with abnormal growth because they have some diferrences with normal children. Children with special needs are usually referred Accepting reality is the key to the first handling of children with special needs and by giving love adn more attention. Through appropriate therapy and approprite education, children with special needs are able to get a relatively more normal life. Keywords : Sustainable parenting,children with special need
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Ferreira, Milene, Cecília Aguiar, Nadine Correia, Margarida Fialho, and Júlia Serpa Pimentel. "Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage." Topics in Early Childhood Special Education 39, no. 3 (August 11, 2019): 183–95. http://dx.doi.org/10.1177/0271121419864419.
Full textAbstract:
Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children’s verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; Mage = 67.53 years, SD = 10.54 years), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children’s social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children’s individual skills and their social acceptance and friendships. Findings suggest that more time in ECE is not enough to support children’s social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences.
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D’Agostino, Sophia R., Sarah N. Douglas, and Ana D. Dueñas. "Practitioner-Implemented Naturalistic Developmental Behavioral Interventions: Systematic Review of Social Validity Practices." Topics in Early Childhood Special Education 39, no. 3 (July 16, 2019): 170–82. http://dx.doi.org/10.1177/0271121419854803.
Full textAbstract:
Naturalistic Developmental Behavioral Interventions (NDBIs) are evidence-based interventions implemented by the adults in a child’s natural environment (e.g., by practitioners in classrooms). The social validity of this body of research may have an impact on the maintenance of practitioner implementation of NDBIs. We conducted a systematic review to evaluate the components (i.e., goals, procedures, and outcomes) and features of social validation assessment practices within studies where researchers trained practitioners to implement an NDBI with young children with disabilities in early childhood classroom contexts. Results of the systematic review indicated that social validity assessment within practitioner-implemented NDBI studies is lacking. Of the 23 studies identified, only 12 studies reported social validity assessment(s). Findings also highlight a lack of comprehensive social validity assessment and frequent use of biased respondents. An in-depth analysis of social validity assessment methods and features, as well as recommendations for the field, is provided.
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Morgan, Paul L., George Farkas, and Jacob Hibel. "Matthew Effects for Whom?" Learning Disability Quarterly 31, no. 4 (November 2008): 187–98. http://dx.doi.org/10.2307/25474651.
Full textAbstract:
Which children are most at risk of experiencing a Matthew effect in reading? We investigated this question using population-based methodology. First, we identified children entering kindergarten on socio-demographic factors (i.e., gender, race/ethnicity, and socioeconomic status) known to index the relative risks and resources available to them as beginning readers. Second, we fitted growth curve models to the kindergarten-third-grade reading scores of these children as they participated in the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K) study. Third, we compared the relative reading achievement (as measured in standard deviation units from the sample's overall mean across the study's time points) of the children who were most and least at risk for reading disabilities. We found that the population subgroups most at risk for reading disabilities fell further behind typical readers over time. By contrast, those least at risk for reading disabilities did not move further ahead. Based on these findings, we conclude that a one-sided Matthew effect exists and that, moreover, it is likely to be experienced by children who are at greatest risk for reading disabilities.
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Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 141–55. http://dx.doi.org/10.21009/141.10.
Full textAbstract:
Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management.
Keywords: Early Childhood Education, Management Disaster, Storybooks
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Pangestuti, Retno, Anissa Lestari Kadiyono, Surya Cahyadi, and Hendriati Agustiani. "A Modifying the Instrument of Self-Regulation in Early Childhood Assessment." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 114–27. http://dx.doi.org/10.21009/10.21009/jpud.131.09.
Full textAbstract:
Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use.
Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability
References
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Luft, Pamela. "What Is Different About Deaf Education? The Effects of Child and Family Factors on Educational Services." Journal of Special Education 51, no. 1 (July 25, 2016): 27–37. http://dx.doi.org/10.1177/0022466916660546.
Full textAbstract:
Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.
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Fernández-Castillo, Antonio. "Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties." Sustainability 12, no. 15 (August 4, 2020): 6262. http://dx.doi.org/10.3390/su12156262.
Full textAbstract:
The Early Childhood Social Competence Scale (EC-SCS) was elaborated to evaluate social behavior on behalf of others in infantile populations. Due to the emergence and development of these behaviors from very early ages, the interest in its assessment is high from a developmental, educational, and applied perspective. The aim of the present study is to develop a Spanish population version of the scale, considering a specific dimensional structure. It was tested with a sample of 504 children of ages between 3 and 5 years, enrolled in school centers of infantile education. The results show that the new version of the instrument is a suitable measure for the assessment of social competence behaviors in early infancy. The joint consideration of prosocial and unfriendly behavior is important as it allows for the promotion of social competence behaviors and optimizes the detection of and intervention in behavioral problems later in life.
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Gottfried, Michael. "Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers." Exceptional Children 85, no. 1 (September 3, 2018): 28–45. http://dx.doi.org/10.1177/0014402918782621.
Full textAbstract:
Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
Full textAbstract:
Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
References:
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Dickinson, Sarah, Emily Shaffer-Hudkins, and Linda M. Raffaele Mendez. "Treatment for Challenging Behaviors: Are IDEA Part C Interventionists Using Functional Interventions?" Journal of Early Intervention 42, no. 1 (September 19, 2019): 31–48. http://dx.doi.org/10.1177/1053815119873092.
Full textAbstract:
Little is known about the specific practices of early interventionists, despite many young children receiving early intervention services through Part C of the Individuals With Disabilities Education Act. The aim of this study was to examine knowledge and use of functionally appropriate evidence-based interventions for challenging behaviors among Part C interventionists. Data collection involved semi-structured interviews with a sample of 10 interventionists who served infants and toddlers with challenging behaviors in one region in the state of Florida. These interviews included questions about the interventionists’ own cases as well as vignettes representing common early childhood behavioral issues. Thematic analysis of responses resulted in six themes and one subtheme reflecting insufficient training and confusion regarding best practices in functional assessment and intervention for challenging behaviors. Although interventionists were using a variety of functional interventions, most were not implementing these interventions systematically. Implications for early intervention programs are discussed.
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Giddan, Jane J., Karen M. Bade, Debra Rickenberg, and Anderia Trail Ryley. "Teaching the Language of Feelings to Students With Severe Emotional and Behavioral Handicaps." Language, Speech, and Hearing Services in Schools 26, no. 1 (January 1995): 3–10. http://dx.doi.org/10.1044/0161-1461.2601.03.
Full textAbstract:
Educators in school programs are challenged to help children with severe emotional problems learn to use language to express their thoughts and feelings and describe and process their emotional conflicts. For a variety of reasons, such children usually have not acquired skills in this realm through normal developmental processes. They require deliberate instruction, training, and practice by all members of collaborative teams of professionals that include skilled speech-language pathologists, special education teachers, and counselors, among others. This article reviews aspects of normal affective development and the accompanying language of feelings, explains how children with behavioral and emotional problems diverge from normal patterns, and describes relevant intervention programs for early childhood and the primary and intermediate grades.
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Murphy, Kimberly A., Laura M. Justice, Ann A. O'Connell, Jill M. Pentimonti, and Joan N. Kaderavek. "Understanding Risk for Reading Difficulties in Children With Language Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1436–47. http://dx.doi.org/10.1044/2016_jslhr-l-15-0110.
Full textAbstract:
Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.