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Voices PreK: Program Evaluation Pilot Study

The University of Cincinnati Evaluation Services Center, in collaboration with Saperstein Associates, conducted a field study of Voices PreK. This study was designed to provide a general evaluation of the program's effectiveness and also assess teachers' perceptions of program components.

Evidence-Based Research on Voices PreK

This Executive Summary of the pilot field study conducted by the University of Cincinnati Evaluation Services Center highlights the findings on the effectiveness of the program and teachers' perceptions of program components.

PreK Language Learning: Conquering the "Only Ifs..."

By Senior Author Catherine Snow, Ph.D.
A major task for all young children is learning language. Language skills are the key to learning about the world, making friends, getting help from others, resolving conflicts, participating in groups, and organizing serious projects like pretend play and building block towers. It is also the key to learning how to read.

Differentiating Instruction in the Preschool Classroom: Bridging Emergent Literacy Instruction and Developmentally-Appropriate Practice

By Consulting Author Terri Purcell, Ph.D.
Preschool children enter school with a wide range of literacy skills. By embracing differentiated instruction, teachers can build on the knowledge of their students and create an instructional program that meets children where they are. This environment creates curious and active learners consistently engaged in activities and learning experiences in which they can feel successful.

Building Social Intelligence in Young Children

By Senior Author Robert Selman, Ph.D.
Many of the important academic goals a young child needs to achieve in a PreK setting are emotional and social in nature. PreKindergarten, when children meet many new peers, is a time to promote children.s motivation and commitment to develop their social intelligence or social relationship achievements.