Child Care and Early Education Research Connections
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Pencil Tap
Resource Type:
Instruments
Alternative Title:
Pencil Tapping; Peg Tap; Pencil Tap Test; Pencil Tap Task; Peg Tapping; Tap Test
Journal Title:
Developmental Psychobiology
Journal Notes:
In Development of an aspect of executive control: Development of the abilities to remember what I said and to "Do as I say, not as I do"
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
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Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills
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The co-occurring development of executive function skills and receptive vocabulary in preschool-aged children: A look at the direction of the developmental pathways
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Does executive function mediate SES and home quality associations with academic readiness?
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Longitudinal associations between executive functioning and academic skills across content areas
Contributions of executive function and spatial skills to preschool mathematics achievement
Self-regulation across different contexts: Findings in young Albanian children
Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school
A short executive function training program improves preschoolers' working memory
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What preschool classroom experiences are associated with whether children improve in visuomotor integration?
Impacts of the Boston prekindergarten program on the school readiness of young children with special needs
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Experimental evaluation of the Tools of the Mind pre-k curriculum: Report from full implementation year, 2010-11
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Self-regulation and task engagement as predictors of emergent language and literacy skills
Pre-K for All: Snapshot of student learning
Teacher-child interactions and the development of executive function in preschool-age children attending Head Start
Two-generation approach to improving emotional and behavioral regulation
Enhancing preschoolers' self-regulation via mindful yoga
Experimental impacts of a preschool intervention in Chile on children's language outcomes: Moderation by student absenteeism
Year 2 report: Seattle pre-K program evaluation
Year 1 report: Seattle pre-K program evaluation
Play it high, play it low: Examining the reliability and validity of a new observation tool to measure children’s make-believe play
Teacher-child interactions in Chile and their associations with prekindergarten outcomes
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Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors
Evidence regarding the domains of the CLASS PreK in Head Start classrooms
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
Inhibitory control in preschool predicts early math skills in first grade: Evidence from an ethnically diverse sample
Do parents know "high quality" preschool when they see it?
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?
Prekindergarten children's executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings
Experimental evaluation of the Tools of the Mind pre-k curriculum: Trainer report: Full implementation year, 2010-11
Thresholds in the association between quality of teacher-child interactions and preschool children's school readiness skills
Learning-related cognitive self-regulation measures for prekindergarten children: A comparative evaluation of the educational relevance of selected measures
A year in Head Start: Findings from FACES 2014 on children's progress toward school readiness during the 2014-2015 program year
Kindergarten impacts of the Pennsylvania Pre-K Counts program: A statewide evaluation
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Achievement and self-regulation in pre-kindergarten classrooms: Effects of the Tools of the Mind curriculum
Pre-K 4 SA evaluation report: Year 4
Visuomotor integration and inhibitory control compensate for each other in school readiness
Observers' reports of self-regulation: Measurement invariance across sex, low-income status, and race/ethnicity
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Experimental evaluation of the Tools of the Mind pre-K curriculum: Technical report
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Effects of prekindergarten curricula: Tools of the Mind as a case study
Head Start home-classroom (dis)continuity and children’s self-regulation
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