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Stanford-Binet Intelligence Scale (4th ed.)
Resource Type:
Instruments
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.
Relationship of preschool special education outcomes to instructional practices and parent-child interaction
Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language
Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten
Stanford-Binet Intelligence Scale (3rd ed.)
Differential effects of high-quality child care
When paths diverge: ''Errors of prediction'' from preschool test scores to later cognitive and academic measures
Assessment issues in the testing of children at school entry
A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems
Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds
The EC-HOME across five national data sets in the 3rd to 5th year of life
Follow-up of children from academic and cognitive preschool curricula at 12 and 16
Follow-up of children from academic and cognitive preschool curricula at age 9
Shared book reading, home visit processes, and the relation with low-income infants' language development
Effects of an emergent literacy intervention for children with language impairments from low-income environments
The transition to school: Adaptation in young children with and without intellectual disability
Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence
Parental nurturance promotes reading acquisition in low socioeconomic status children
The interaction of early maternal responsiveness and children?s cognitive abilities on later decoding and reading comprehension skills
Order in the house!: Associations among household chaos, the home literacy environment, maternal reading ability, and children's early reading
Precursors of language ability and academic performance: An inter-generational, longitudinal study of at-risk children
Models of emotion skills and social competence in the Head Start classroom
The home literacy environment and Latino Head Start children's emergent literacy skills
Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models
Developmental trajectories of preschool early literacy skills: A comparison of language-minority and monolingual-English children
Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development
Mathematical skills in 3- and 5-year-olds with Spina Bifida and their typically developing peers: A longitudinal approach
Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers' reading-related skills
Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children
The relation between inattentive and hyperactive/impulsive behaviors and early mathematics skills
Relations between response trajectories on the Continuous Performance Test and teacher-rated problem behaviors in preschoolers
Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis
Same program, different outcomes: Understanding differential effects from access to free, high-quality early care
Impacts of a comprehensive school readiness curriculum for preschool children at risk for educational difficulties
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