Abstract Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten.

中文翻译：

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低收入，种族多样化的儿童的学前教育干预：通过幼儿园的早期作者计划的影响

摘要当代关于学前儿童紧急识字的观点强调了提供发展上适当的，真实的，早期写作经验并支持学生的家庭语言和文化的重要性。本研究分析了82名在语言上各异的低收入儿童（60％的黑人，40％的拉丁美洲人）在学前班参加过早期作者计划（EAP）的幼儿园的结局，以及在人口统计学上相似的33名儿童的比较组中的幼儿园结局没有接受干预。干预措施强调家庭参与和文化敏感性，并让儿童撰写有关自己和家庭的自我著作。参加EAP计划的孩子在一两年后的幼儿园入学筛查中的得分高于比较儿童，并且更有可能被归类为“准备上学”。根据DIBELS的评估，EAP儿童在幼儿园的紧急（英语）识字能力方面也优于比较儿童。EAP组中的男孩在幼儿园中的成绩高于比较组中的男孩。早期作者计划的积极作用似乎通过幼儿园得以维持。