Dosage Effects on Language, Literacy, and General Development for Children Enrolled in Multiple Intervention Programs

• In Event: Supporting Young Children’s Literacy and Language Development

Abstract

The purpose of this study was to examine the dosage effects of early intervention programs on the language, literacy, and global development of four-year-old children. Specifically, the language, literacy, and general developmental outcomes of young children receiving differing numbers of publicly funded intervention services were compared. Across these intervention groups, the total amount of time children spent in the classroom was the same. Additionally, as a supplemental approach to exploring dosage issues, this study examined whether children’s previous participation in Early Head Start and/or Head Start before age four would have positive effects on the developmental gains they had made at age four.

Authors

• Jisu Han, University of Michigan - Dearborn

• Stacey M. Neuharth-Pritchett, University of Georgia