Sit Together and Read in Early Childhood Special Education Classrooms in Ohio (2008-2012)

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The Sit Together and Read in Early Childhood Special Education Classrooms in Ohio (2008-2012) study was a randomized controlled trial conducted between 2008-2012 that examined the efficacy of a pri...

The Sit Together and Read in Early Childhood Special Education Classrooms in Ohio (2008-2012) study was a randomized controlled trial conducted between 2008-2012 that examined the efficacy of a print-referencing intervention designed to improve the pre-reading skills of preschool-aged children in early childhood special education classrooms with primary language impairments, both in the short-term (within the preschool year) and long-term (through kindergarten entry). Children's participation in the project spanned a nearly two-year period, to include three assessment time-points (T1, T2, T3) and exposure to their teachers' assigned study condition between T1 and T2. T1 and T2 correspond to the fall and spring of an academic year and T3 occurred at 12 months post-T2, in the spring of the next academic year when children were either in preschool for a second years or had matriculated into kindergarten. Datasets 1 and 2, Child Direct Measures and Child Indirect Measures, includes basic demographic information gathered from the Child Screening Questionnaire, regarding the child and their caregivers, as well as information about the child's speech and language problems, disabilities, or special services they receive. Additionally direct and indirect measures, scales, and testing information are included in the respective datasets. Information obtained from the Caregiver Questionnaire is included in Dataset 2, Child Indirect Measures. Dataset 3, Teacher Demographic Questionnaire, includes basic demographic, information on teachers' education, majors, years of experience working with children, and state-level certifications. Also included is information on district-level workshops or in-service training during the last academic year that addresses learning and behavior difficulties. Finally, the teachers provided the type and name of the curriculums they used in their classrooms.Cf: http://doi.org/10.3886/ICPSR36738.v1

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