Kandia Lewis
Biographic Data
| ID | 6529582 |
|---|---|
| NAME | Kandia Lewis |
| GIVEN NAMES | Kandia |
| FAMILY NAME | Lewis |
| SIGNATURE | LEWIS K |
| AFFILIATIONS | Nemours Children's Health System |
| ORCID | 0000-0002-7891-9258 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting
Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and emergent writing) relative to non-literacy-focused curricula. We estimated multilevel structural equation models using …
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identi…
Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s e…
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identi…
Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s e…
Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting
Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and emergent writing) relative to non-literacy-focused curricula. We estimated multilevel structural equation models using …
Early Childhood Education and Development (4 works) · Literacy (4 works) · Reading and Literacy Development (4 works) · Pedagogy (3 works) · Psychological intervention (3 works) · Psychology (3 works) · At-risk students (2 works) · Child Development and Digital Technology (2 works) · Developmental psychology (2 works) · Medical education (2 works)