The purpose of this project is to examine the efficacy of the Teaching Together program for pre-kindergarten (pre-k) children who are at risk of academic difficulties due to limited oral language skills. This project is unique in its focus on oral language supports in both the classroom and home settings. In early childhood classrooms serving low-income students, up to 50% of children may exhibit language difficulties, which are associated with long-term challenges for reading and academic success.

The purpose of this study it to examine the efficacy of language, behavior, or a combination of language and behavioral interventions for students classified as English language learners (ELLs) who are also at-risk for ADHD. Although there is substantial support for language development and reading interventions to aid young children in the acquisition of language skills, there is a significant lack of research addressing interventions for ELLs with disabilities of any type, particularly for ELLs with behavior disorders such as ADHD.

This project aims to examine the status of early childhood education (ECE) centers throughout Florida. This will be done by analyzing the curriculum implementation of a sample of Voluntary Pre-Kindergarten (VPK) and School Readiness (SR) childcare providers serving children birth to five years across Florida. The project goals include collecting data related to providers, teachers, professional development, curriculum implementation, and curriculum-related indicators from eligible VPK and SR childcare providers.