DOI: 10.3886/icpsr38663.v1
title: Efficacy of the BrightStart! Program for Promoting Emergent Literacy Skills of PreKindergarten Children at Risk for Reading Difficulties, Ohio, 2016-2020
title: Version 1

description: The Nemours BrightStart! (NBS!) study was a randomized controlled trial of the Nemours BrightStart! (NBS!) program. It was implemented as a small-group intervention to promote the emergent literacy skills of prekindergarten (PreK) children at risk for reading difficulties. In this project, the researchers studied short- and long- term impacts of NBS!, including whether it reduced the reading achievement gap. Study participants included three sequential cohorts of teachers and children, and consisted of classrooms from state and local prekindergarten programs.Classrooms were randomly assigned to one of the three study conditions: NBS! teacher implemented (in which the classroom teacher provided treatment) NBS! community aide implemented (in which treatment was provided by a community aide)business-as-usual control.The study involved 290 children with full battery of assessments (plus 281 children with a partial battery) enrolled in 98 prekindergarten classrooms. Data were collected from 2016-2020.
description: The purpose of this project is to test the efficacy of the Nemours BrightStart! program for pre-kindergarten children who need additional support in order to enter kindergarten with emergent literacy skills similar to their peers.
description: This project uses a multi-site cluster randomized trial. Three cohorts of pre-kindergarten classrooms/teachers and their students were recruited for the study.Classrooms/teachers were randomly assigned to one of the three conditions:BrightStart! implemented by classroom teachersBrightStart! implemented by community aidesbusiness-as-usual controlStudents in each classroom were screened for reading difficulties and those who showed evidence of difficulaties were categorized as target children and participated in the three conditions above.Those children who did not show reading difficulties were assessed but did not receive BrightStart! intervention.
description: <b>BS_CAML_Public</b>: This dataset contains variables on curriculum the classroom aide has experience with, curriculum being used currently in the classroom, training received, aides thoughts on new teaching methods, and what skills were prioritized for teaching the students in school.<b>BS_CLML_Public</b>: This dataset contains variables on BrightStart! session dates each classroom participated in, the makeup of the classroom by gender and race, and group size of each participating classroom.<b>BS_CML_Public</b>: This dataset contains variables regarding participating child's race, age in months, language(s) the child spoke, child's household makeup, and literacy screening questions.<b>BS_TML_Public</b>: This dataset includes variables regarding teachers teaching experience, languages the teacher spoke, level of education, hours teacher gives to certain subjects, curriculum used in the classroom, and techniques used to help children learn in the classroom.
description: None
description: Response Rates: A detailed consort diagram is included in the study documentation.
description: Presence of Common Scales: Detailed information about all scales, including item specific information and details of how demographic information was collected, is included in the attached files. Children: Get Ready to Read TOPEL Print Awareness TOPEL Phonological Awareness Narrative Assessment Protocol Woodcock Johnson Oral Comprehension Gerde Writing Measure, Letter Name Short Form Letter Sound Short Form IGDI Alliteration, IGDI Rhyming IGDI Picture Naming Woodcock Johnson Letter-Word Identification Woodcock Johnson Word Attack Woodcock Johnson Spelling. Teachers: Teacher Background Questionnaire (TBQ) Child Background Questionnaire (CBQ) Classroom Assessment Scoring System (CLASS) Classroom Literacy Observation Profile (CLOP) Teacher End-of-Year Questionnaire (EOYQ) NBS! Session log Nemours Fidelity Implementation Record (NFIR) Quality of Intervention Delivery and Receipt (QIDR).
description: 98 classrooms were enrolled to participate in this study.In each classroom, four children were identified for the target and peer group. Those children in the target group scored 11 or lower for children ages 3.5 years old and 13 or lower for children 4.5 years old. All eligible children were selected for the study in cases were there were fewer than four children who were eligible for either target or peer samples.This selection process had 281 children in the target group and 291 students in the peer group.
description: Datasets: DS0: Study-Level Files DS1: CA Merged File DS2: Class Merged File DS3: Child Merged File DS4: Teacher Merged File
description: Preschool classrooms and children enrolled in those classrooms, in a moderate-sized city in the midwestern United States.
description: coded on-site observation; mail questionnaire