Children who exhibit primary language impairment in preschool often fail to become good readers. In fact, more than half of these children exhibit a reading disability in second grade. Reading proficiently is a vital skill for academic success and gainful employment. Current practices for preschoolers with language impairment focus on teaching language skills such as vocabulary or grammar. These traditional practices are largely inadequate for improving these children’s pre-literacy skills. Therefore, alternative practices, such as print-referencing, need to be tested to determine whether they improve the language and pre-reading skills of preschool children with language impairment.
Sit Together and Read(STAR) 2 Examines how teacher-child book reading in the early childhood special education (ECSE) preschool classroom and parent-child book reading at home influence children’s early learning. STAR2 involves a randomized clinical trial to test the short- and long-term impacts associated with reading regularly to preschool children with disabilities in ECSE classrooms. Funded by the U.S. Department of Education, Laura Justice of EHE’s Children’s Learning Research Collaborative(CLRC), has engaged about 1,000 preschool-age children to study the relationship between home-and classroom-based reading and children’s development. In this study, 90 teachers working in ECSE classrooms implement a 30-week reading program featuring four whole-class readings each week; parents of children enrolled in the study read the same titles at home with their children. Parents receive home visits to support their reading practices at home. Read More