Research Findings

Results to date suggest that Getting Ready improves language, pre-reading, and early writing skills of children enrolled in early childhood education programs. Likewise, social-emotional skills and behavioral functioning improves as a function of Getting Ready. Parenting skills and behaviors, such as warmth, support of children’s autonomy, and participation in learning improve as a function of the Getting Ready intervention. And teachers learn how to interact with parents in ways that support their engagement and role as their child’s first teacher.

Publications Randomized Controlled Trials

Randomized Controlled Trials

Trial 1 - 2004-2010

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children’s Social-Emotional Competencies.

Funded by the Department of Health and Human Services’ National Institute of Child Health and Human Development, Administration for Children and Families and Office of the Assistant Secretary for Planning and Evaluation; and the Department of Education’s Office of Special Education and Rehabilitative Services. (Grant #R01H00436135).

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Trial 2 - 2012-2016

Efficacy of the Getting Ready Intervention at Supporting Parental Engagement and Positive Outcomes for Preschool Children at Educational Risk.

Funded by the U. S. Department of Education’s Institute of Education Sciences (Grant #R324A120153).

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Trial 3 – 2015-2021

Getting Ready 0-3 (GR03): Supporting the Development of Infants/Toddlers Through an Integrated Parent-Teacher Relationship-based Approach.

Funded by the Administration for Children and Families (Grant #90-YR0093).

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