An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children

Abstract

This article reports on the development and field trial of an integrated Head Start curriculum (Evidence-Based Program for Integrated Curricula [EPIC]) that focuses on comprehensive mathematics, language, and literacy skills. Seventy Head Start classrooms (N = 1,415 children) were randomly assigned to one of two curriculum programs: EPIC or the Developmental Learning Materials Early Childhood Express, with curricula implemented as standalone programs. EPIC included instruction in mathematics, language, literacy, and approaches to learning skills; formative assessment; and a learning community for teachers. Multilevel growth modeling through four direct assessments revealed significant main effects and growth rates in mathematics and listening comprehension favoring EPIC, controlling for demographics and special needs and language status. Both programs produced significant growth rates in literacy.

A Comprehensive Examination of Preschool Teachers’ Implementation Fidelity When Using a Supplemental Language and Literacy Curriculum

“…Teachers also maintained notes regarding each lesson (reporting, for instance, on children's engagement during lessons) and completed pupil progress-monitoring checklists. Thus, although the curriculum itself may seem relatively straightforward compared to some of the more comprehensive and integrated curricula described recently in the literature (Bierman et al 2008;Fantuzzo et al 2011), teachers' implementation requirements were relatively complex. Such complexity argues for consideration and capture of varied indices of adherence, exposure, quality of delivery, and participant responsiveness, particularly as a means of further understanding the extent to which implementation may ''scale up.''…”

“…Over the last decade, numerous studies have presented results of language and literacy curriculum implementations with respect to impacts on teachers' practices in the classroom as well as children's language and literacy skills (e.g., Assel et al 2007;Bierman et al 2008;Fantuzzo et al 2011;Hamre et al 2010;Justice et al 2008bJustice et al , 2010bLandry et al 2006). Assessment of teachers' implementation fidelity has been included in these studies as a feature of study methodology, given its status as a quality indicator for efficacy trials (Odom et al 2010) and its influence in determining whether a curriculum can be used atscale (O'Donnell 2008).…”

“…As a curriculum supplement, RIA is intended as an add-on to teachers' existing core curricula to target specific language and literacy skills that may not otherwise receive explicit attention. RIA employs many of the key ingredients seen in other language and literacy curricula discussed in the extant literature (Fantuzzo et al 2011;Landry et al 2006;Mashburn et al 2010;Pollard-Durodola et al 2011), such as a systematic scope and sequence encompassing key areas of language (narrative, vocabulary) and literacy skills (print knowledge, phonological awareness), semi-scripted lessons that support teachers' implementation of this scope and sequence, storybooks as a key material resource, and checklists for monitoring implementation as well as children's learning gains. The theory of change for RIA is presented in Fig.…”

Boosting school readiness: Should preschool teachers target skills or the whole child?

“…Content-specific curricula often supplement a classroom’s regular curriculum (e.g., Creative Curriculum or a teacher or locally-developed curriculum) and provide instruction through developmentally-sound “free play” and exploration activities in small or large groups, or individually (Wasik and Hindman 2011). Random-assignment evaluations of content-specific curricula focusing on language, mathematics, and socioemotional skills often find positive impacts on their targeted sets of skills (Bierman, Nix, et al 2008, Bierman, Domitrovich, et al 2008, Clements and Sarama 2008, Fantuzzo, Gadsden, and McDermott 2011, Klein et al 2008, Diamond et al 2007, Morris et al 2014). For example, children who received a curriculum targeting literacy showed improvements in their literacy and language skills (Justice et al 2010, Lonigan et al 2011).…”

Experimental Design: Randomization and Social Experiments

“…For instance, trials have been mounted in Mexico under the PROGRESA program (Behrman et al, 2009). RCTs have been employed to address the effectiveness of early schooling and tutoring on academic outcomes (e.g., Tymms et al, 2011) and trials are increasingly utilized in the evaluation of early schooling programs (e.g., Fantuzzo et al, 2011). Other investigations reflect an increased interest in randomized trials in Liberia, India, and Pakistan to assess different ways of enhancing school accountability (Bruns et al, 2011).…”