1 2 3 Super Empowered ! Is a Rich Language Infusion Approach to Education
Our Research!
Click the following links to learn the baby and childhood benchmarks in your area
Some of our Resources Include:
“Environmental Print and Its Relationship with Literacy Development" (2012)
by Gernsbacher, S. (Journal of Educational Psychology).
This study emphasized the importance of environmental print—such as labels, signs, and posters—in promoting early literacy. The research highlighted that young children begin to recognize and make sense of printed language in their environments long before they can read or write fluently. The study showed that exposure to environmental print supports vocabulary acquisition, letter recognition, and an understanding of print concepts.
"Language, Literacy, and Learning in the Classroom: The Role of Environment" (2015)
by O'Connor, K., & O'Neill, J. (Journal of Early Childhood Education)
This study drew on Vygotsky's sociocultural theory, arguing that children learn language through social interactions in meaningful contexts. Labeled environments, such as labeled classroom objects or word walls, offer opportunities for scaffolded learning, where children engage with peers and adults in a shared space to negotiate meaning and understanding.
"Environmental Cues and Cognitive Development in Preschool Children" (2019)
by Arnold, D. H., & Hicks, S. (Developmental Psychology)
This study found that environmental cues, including labels, help young children navigate their learning environment. Labeled objects, colors, and word walls support children in recognizing the function and organization of their space, which in turn promotes independence, problem-solving, and social interaction.
"Language Acquisition in Dual-Language Environments" (2021)
by Garcia, O., & Wei, L. (Bilingual Education Journal)
This study emphasized the importance of using labeled environments to support bilingual children in their language acquisition process. The research found that dual-language labels in classrooms promote vocabulary development and facilitate code-switching between languages, improving both language comprehension and production.
Key Research:
Implication:
Spanish-speaking children learning English can benefit from strong phonemic awareness in Spanish, which supports English reading development.
Foundational development & interhemispheric transfer
O’Leary, D. S. (1980). A developmental study of interhemispheric transfer in children. Child Development, 51(3), 743–750.
Corpus callosum structure related to motor function in children
Grohs, M. N., Reynolds, J. N., Dewey, D., & Lebel, C. (2018). Corpus callosum microstructure is associated with motor function in preschool children. NeuroImage, 183, 828–835. https://doi.org/10.1016/j.neuroimage.2018.09.004
Corpus callosum developmental anatomy and disorders (review)
Paul, L. K. (2010). Developmental malformation of the corpus callosum: A review of typical callosal development and examples of developmental disorders with callosal involvement. Journal of Neurodevelopmental Disorders, 2(3), 227–242.
Structural and functional brain connections in atypical interhemispheric transfer
Tovar-Moll, F., Monteiro, M., Andrade, J., Bramati, I. E., Vianna-Barbosa, R., Marins, T., … Lent, R. (2014). Structural and functional brain rewiring clarifies preserved interhemispheric transfer in humans born without the corpus callosum. Proceedings of the National Academy of Sciences of the United States of America, 111(21), 7843–7848.
Corpus callosum growth & interhemispheric transfer development
Westerhausen, R., & colleagues. (2010). Structural and functional reorganization of the corpus callosum during childhood: Effects on interhemispheric transfer. Cerebral Cortex, 20(5), 1178–1186.
Family Literacy & Parent Engagement — References
Barnes, M. A., & Puccioni, J. (2017). Shared book reading and preschool children’s early literacy outcomes: A meta-analysis of evidence from both observational and intervention studies. Educational Psychology Review, 29(3), 499–518. https://doi.org/10.1007/s10648-016-9371-0
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653–664. https://doi.org/10.1037/0022-0663.98.4.653
Manz, P. H., Hughes, C., Barnabas, E., Bracaliello, C., & Ginsburg-Block, M. (2010). A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research design aligned with the intervention goals? Early Childhood Research Quarterly, 25(3), 303–324. https://doi.org/10.1016/j.ecresq.2010.03.005
National Center for Family Literacy (NCFL). (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
St. Pierre, R. G., Ricciuti, A. E., Tao, F., Creps, C., Swartz, J., Lee, W., & Parsad, B. (2003). Third national Even Start evaluation: Program impacts and implications for improvement. U.S. Department of Education, Institute of Education Sciences.
Van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69–96. https://doi.org/10.3102/0034654310388819
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and preschool children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191–211. https://doi.org/10.1177/1468798406066444
WestEd. (2019). Family engagement in Title I schools: Evidence-based strategies and tools for educators. WestEd Research Center.
1. System-Wide Cross-Language Generalization
Combiths P, Escobedo A, Barlow JA, Pruitt-Lord S. Complexity and cross-linguistic transfer in intervention for Spanish-English bilingual children with speech sound disorder. J Monolingual Biling Speech. 2022;4(3):234-270. doi: 10.1558/jmbs.23445. Epub 2023 Feb 20. PMID: 37035425; PMCID: PMC10081515.
A pilot study with two bilingual children with phonological disorders focused on teaching Spanish consonant clusters. After a six-week intervention, both kids significantly improved not only in Spanish, but also in English phonological performance, demonstrating cross-language phonological transfer.
arxiv.org+15pubmed.ncbi.nlm.nih.gov+15pubs.asha.org+15.
2. Early Phonemic Awareness in Kindergarteners
Brice, R. G., & Brice, A. E. (2008). Investigation of Phonemic Awareness and Phonic Skills in Spanish-English Bilingual and English-Speaking Kindergarten Students. Communication Disorders Quarterly, 30(4), 208-225.
This study showed that compared monolingual and bilingual kindergarteners and found bilingual children showed specific differences in distinguishing voiced vs. voiceless contrasts, indicating early phonemic blending profiles differ by language background.
3. Preschool Emergent Literacy Interventions
Soto, X. T. (n.d.). Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills. Digital Commons @ University of South Florida
This study showed that teaching phonological awareness and alphabet knowledge in Spanish preschoolers—with explicit English transfer instruction, yielded gains in both languages
journals.sagepub.com+15digitalcommons.usf.edu+15link.springer.com+15.
4. Early Intervention in English Language Learners
Gonzales, W., & Tejero Hughes, M. (2018). Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages. Education Sciences, 8(4), 175.
An MDPI study (“Libros en Mano”) reported preschoolers who received Spanish-based PA intervention increased skills in both Spanish and English, especially syllable segmentation and letter-sound knowledge.
mdpi.com+2mdpi.com+2digitalcommons.usf.edu+2.
5. Typical Phonological Development Patterns
Montanari S, Mayr R, Subrahmanyam K. Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness. J Speech Lang Hear Res. 2018 Oct 26;61(10):2467-2486. doi: 10.1044/2018_JSLHR-S-17-0393. PMID: 30458530; PMCID: PMC10568612.
A longitudinal study on Head Start bilingual preschoolers found that segmental accuracy improved over one year in both languages. Shared phonemes saw cross-lingual gains, while language-specific consonants did not, showing the importance of shared sound exposure.
6. Rhyme Awareness & Sound Segmentation
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023, July). Parental intrusive homework support and math achievement: Does the child’s mindset matter?Developmental psychology.
Raynolds, L. B., López-Velásquez, A., & Valentín, L. E. O. (2016a, September 30). Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English learners - reading and writing.
Soto, X. T. (n.d.). Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills. Digital Commons @ University of South Florida.
With pre-K Spanish-speaking ELs demonstrated that explicit instruction in rhyme awareness and initial sound segmentation in both English and Spanish boosts phonological blending capacity in both languages.
arxiv.org+15link.springer.com+15sciencedirect.com+15.
7. Phonological Awareness, Working Memory, and Reading
Hanson, K. L. (n.d.-a). Literacy development in Spanish-English bilingual children: The role of Phonological Awareness and working memory. Purdue e-Pubs.
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023, July). Parental intrusive homework support and math achievement: Does the child’s mindset matter?
Raynolds, Laura & López-Velásquez, Angela & Valentín, Laura. (2017). Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English Learners. Reading and Writing. 30. 10.1007/s11145-016-9696-y.
Soto, X. T. (n.d.). Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills. Digital Commons @ University of South Florida.
This dissertation (ages 6–7) found that phonological awareness in one language correlates with reading in the other. However, when controlling for working memory, the cross language effect moderates, highlighting memory as a key mediator in blending and transfer.
Donahoe, S. (2001, August 31). The need for culturally rich experiences as children learn to read, write, draw, and communicate in American education today. ERIC. https://eric.ed.gov/?id=ED461132
Carnegie Corporation of New York. (2010). "Writing to read: Evidence for how writing can improve reading." https://www.carnegie.org/publications/writing-to-read-evidence-for-how-writing-can-improve-reading/
Hanson, K. L. (n.d.-a). Literacy development in Spanish-English bilingual children: "The role of Phonological Awareness and working memory." Purdue e-Pubs. https://docs.lib.purdue.edu/dissertations/AAI1535021/?utm_source=chatgpt.com
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023, July). "Parental intrusive homework support and math achievement: Does the child’s mindset matter?" Developmental psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10835763/
Raynolds, L. B., López-Velásquez, A., & Valentín, L. E. O. (2016a, September 30). "Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English learners - reading and writing." SpringerLink. https://link.springer.com/article/10.1007/s11145-016-9696-y?utm_source=chatgpt.com
Soto, X. T. (n.d.). "Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills." Digital Commons @ University of South Florida. https://digitalcommons.usf.edu/etd/7952/?utm_source=chatgpt.com
Bollinger, G. S., Booth, O., D’Aoust, MacArthur, McCutchen, & Olinghouse. (2012, June). "Teaching elementary school students to be effective writers." https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC_Elem_Writing_PG_Dec182018.pdf
National Council for Special Education. (2024). "Visual Supports for an Inclusive Learning Environment."
Brady, M.C., Kelly, H., Godwin, J., Enderby, P., & Campbell, P. (2016). "Speech and language therapy for aphasia following stroke." Cochrane Database of Systematic Reviews, 6. DOI: 10.1002/14651858.CD000425.pub4.
Kearns, A., Whitley, E., Tannahill, C., & Ellaway, A. (2015). "Loneliness, social relations and health and well-being in deprived communities." Psychology, Health, Medical Journal. 20(3):332-44. doi: 10.1080/13548506.2014.940354.
Kristin Wiens (www.northstarpaths.com). Accessed: https://northstarpaths.com/wpcontent/uploads/2020/01/9-reasons-to-use-visuals-graphic-1-scaled.jpg 27/07/2023
Rutherford, M., Lahood-Kullberg, B., Baxter, J., Johnston, L., & Cebula, K. (2020). "Pupils’ views on visual timetables and labels in mainstream primary classrooms." "Good Autism Practice" (GAP), 21(2), 11-22.
The Communication Trust (2013). "Listen to us: A learning resource to support understanding of speech, language and communication needs." London: The Communication Trust.
Identifying and Teaching Students with Significant Reading Problems https://files.eric.ed.gov/fulltext/EJ1281523.pdf
Fletcher and Vaughn, “Response to Intervention.” For similar models, see G. Batsche et al., "Response to Intervention: Policy Considerations and Implementation" (Alexandria, VA: National Association of State Directors of Special Education, 2005); and J. Kovaleski, A. VanDerHeyden, and E. Shapiro, The RTI Approach to Evaluating Learning Disabilities (New York: Guilford Press, 2013).
Y. Petscher et al., "Screening for Dyslexia" (Washington, DC: US Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy, 2019).
L. Fuchs et al., “Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports,” Journal of Learning Disabilities (forthcoming).
C. Greenwood, B. Horton, and C. Utley, “Academic Engagement: Current Perspectives on Research and Practice,” School Psychology Review 31, no. 3 (2002): 328–349; and
J. Stallings, R. Johnson, and J. Goodman, “Engaged Rates: Does Grade Level Make a Difference?,” Journal of Research in Childhood Education 1 (1986): 20–26.
D. Chard and E. Kameenui, “Struggling First-Grade Readers: The Frequency and Progress of Their Reading,” Journal of Special Education 34, no. 1 (2000): 28–38; and S. Vaughn et al., “Reading Instruction for Students with LD and EBD: A Synthesis of Observa- tion Studies,” Journal of Special Education 36, no. 1 (2002): 2–13.
See, for example, M. Lovett et al., “Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer of Learning After Phonologically- and Strategy-Based Reading Training Programs,” Developmental Psychology 30, no. 6 (1994): 805–822; and R. Morris et al., “Multiple-Component Remedia- tion for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome,” Journal of Learning Disabilities 45, no. 2 (2012): 99–127.
M. Lovett, R. Barron, and J. Frijters, “Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings,” in Handbook of Learning Disabilities, ed. H. Swanson, K. Harris, and S. Graham (New York: Guilford Press, 2013).
Morris et al., “Multiple-Component Remediation.”
C. Denton et al., “An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties,” Journal of Learning Disabilities 39, no. 5 (2006): 447–466.
CAST, Inc. (2024). The UDL guidelines. "CAST Universal Design for Learning Guidelines." https://udlguidelines.cast.org/
Crisco Ginny, "Universal Design for Learning for the Expository Reading and Writing Curriculum: Pedagogy and Practice for Teachers"
https://writing.csusuccess.org/system/files/udl_for_erwc_teachers_3_1.pdf
California Department of Education. “Chapter 9: Access and Equity.” English Language Arts/ English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve. California Department of Education, 2015, 878-936.
CAST. “Universal Design for Learning Guidelines Version 2.2 [Graphic Organizer].” CAST, 2018, udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2- 2/udlg_graphicorganizer_v2-2_numbers-yes.pdf. Accessed 11 May 2018.
Dweck, Carol. “The Power of Believing You Can Improve.” YouTube, uploaded by TED Talks, 17 Dec. 2014, www.youtube.com/watch?v=_X0mgOOSpLU. Accessed 31 May 2017.
Fisher, Douglas, and Nancy Frey. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD, 2008.
Giangreco, Michael F. Illustrated by Kevin Ruelle. “Clearing a Path for People with Special Needs Clears the Path for Everyone.” Peytrals Publisher, 2002.
Meyer, Anne, David Rose, and David Gordon. "Universal Design for Learning: Theory and Practice." CAST Publishing, 2013.
Moore, Shelley. “Transforming Inclusive Education.” YouTube, uploaded by SSHRC-CRSH (Social Sciences and Humanities Research Council of Canada), 04 Apr. 2016. Accessed 11 July 2017.
Schaefer, Kevin. “ELA/ELD Framework Launch, Chapter 9: Access and Equity.” WestEd Center for Prevention and Early Intervention, 15 May 2015, slideplayer.com/slide/5375428/. Accessed 7 Sept. 2017.
Thousand, Jacqueline S., Richard A. Villa, and Ann I. Nevin. "Differentiating Instruction: Planning for Universal Design and Teaching for College and Career Readiness." 2nd ed., Corwin, 2015.
Yancey, Kathleen Blake, Liane Robertson, and Kara Taczak. "Writing Across Contexts: Transfer, Composition, and Sites of Writing." UP of Colorado State and Utah State UP, 2014.
Beginning reading interventions for children and adolescents with intellectual disability.
Reichow B, Lemons CJ, Maggin DM, Hill DR.
Cochrane Database of Systematic Reviews 2019, Issue 12. Art. No.: CD011359. DOI: 10.1002/14651858.CD011359.pub2.
https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD011359.pub2/epdf/abstract
"The First Five Years"
First Things First
"Brain Development in Early Childhood"
Anisa Kelly, MD, Ann & Robert H Lurie Children's Hospital of Chicago
https://www.luriechildrens.org/en/blog/early-childhood-brain-development-and-health/
"Exploring infant signing to enhance responsive parenting: Findings from the INSIGHT study"
Ian M Paul, Emily E Hohman, Leann L Birchn, Amy Shelly, Claire D Vallotton, Jennifer S Savage
"The wonderful but weighty challenges of parenting a gifted child"
Victoria McDougald - Thomas Fordham Institute
https://fordhaminstitute.org/national/commentary/wonderful-weighty-challenges-parenting-gifted-child
"When do infants begin to follow a point?"
Bennett I Bertenthal, Ty W Boyer, Samuel Harding
"A Still Face Paradigm for Young Children: 2 1/2 Year-olds' Reactions to Maternal Unavailability During the Still-face"
Harvard Medical School, Children's Hospital, Boston, MA
https://www.youtube.com/watch?v=f1Jw0-LExyc
https://pmc.ncbi.nlm.nih.gov/articles/PMC3289403/
"Early Exposure BENEFITS OF EXPOSURE TO READING PRIOR TO KINDERGARTEN"
Amanda Sharp
https://www.nwmissouri.edu//library/researchpapers/2015/Sharp,%20Amanda.pdf?form=MG0AV3
"Learning to Read and Write: What Research Reveals"
National Association for the Education of Young Children
"Interventions for Young Readers: A Literature Review with Evidence-Based Strategies to Practice"
Kaylah Smith
https://files.eric.ed.gov/fulltext/EJ1329896.pdf?form=MG0AV3
"The Power of Early Literacy: Building Strong Foundations for Lifelong Learning"
Dr. Jan Hasbrouck
https://www.voyagersopris.com/vsl/blog/the-power-of-early-literacy?form=MG0AV3
"Reading with children starting in infancy gives lasting literacy boost"
American Academy of Pediatrics
https://www.sciencedaily.com/releases/2017/05/170504083146.htm?form=MG0AV3
