The purpose of this study is to determine whether preschool children from low-income families enrolled in classrooms implementing the Teaching Early Literacy and Language across the Curriculum (TELL) curriculum demonstrate higher oral language, pre-reading, and pre-writing scores at the end of preschool than their peers enrolled in business-as-usual classrooms. We plan efficacy replication trials of the TELL curriculum in a new sample of children, those from economically-disadvantaged families. TELL is a universal, tier 1, whole-class curriculum designed to improve school readiness. Results from development and efficacy studies with children who had developmental speech and/or language impairments showed that enrollment in TELL classrooms resulted in significantly higher oral language and early literacy test scores at the end of preschool than enrollment in control classrooms. Moreover, although children from low-income homes achieved significantly lower oral language and early literacy than children from higher income homes at the beginning of the school year in TELL and contrast classrooms, children in TELL classrooms closed the gap with their higher-income peers by the end of the school year, but children in contrast classrooms did not.
|Effective start/end date||7/1/17 → 6/30/21|
- US Department of Education (DOEd): $3,288,660.00