Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts

Child Dev. 2014 Jan-Feb;85(1):140-59. doi: 10.1111/cdev.12117. Epub 2013 May 3.


One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.

Publication types

  • Randomized Controlled Trial
  • Research Support, N.I.H., Extramural

MeSH terms

  • Aggression / physiology
  • Attention Deficit and Disruptive Behavior Disorders / therapy
  • Child Behavior / physiology*
  • Child, Preschool
  • Early Intervention, Educational / methods*
  • Female
  • Follow-Up Studies
  • Humans
  • Language Development*
  • Learning / physiology
  • Male
  • Parents / education
  • Reading
  • Social Behavior
  • Time Factors
  • Treatment Outcome