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Peabody Picture Vocabulary Test (Rev. ed.)
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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.
Results at age 8 years of early intervention for low-birth-weight premature infants: The Infant Health and Development Program
The effects of experience of early intervention of low birth weight, premature children: The Infant Health and Development Program
Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension
Outcomes of an emergent literacy intervention in Head Start
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
Outcomes of an emergent literacy intervention from Head Start through second grade
Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up
Evaluation of a program to teach phonemic awareness to young children
The relation of child care to cognitive and language development
The Self-Sufficiency Project at 36 months: Effects on children of a program that increased parental employment and income
A picture book reading intervention in day care and home for children from low-income families
Quality of adult book reading affects children's emergent literacy
National impact evaluation of the Comprehensive Child Development Program: Final report
Maternal working conditions and children's verbal facility: Studying the intergenerational transmission of inequality from mothers to young children
Peabody Picture Vocabulary Test (3rd ed.)
Modeling the impacts of child care quality on children's preschool cognitive development
Peabody Picture Vocabulary Test
The Cost, Quality and Child Outcomes in Child Care Centers Study
Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development
Follow-up study of families in the Even Start in-depth study: Final report
Effects of nonmaternal child care on inequality in cognitive skills
Evaluation of Head Start Family Child Care Demonstration: Final report
Parental employment and child cognitive development
Differential effects of high-quality child care
Children's experiences in center-based child care as a function of teacher background and adult:child ratio
A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading
Relation of Head Start attendance to children's cognitive and social outcomes: Moderation by family risk
Solitary play and convergent and divergent thinking skills in preschool children
Diversity, child care quality, and developmental outcomes
Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention
Do children's attention processes mediate the link between family predictors and school readiness
Getting inside the ''black box'' of Head Start quality: What matters and what doesn't?
Third national Even Start evaluation: Program impacts and implications for improvement
National evaluation of the Even Start Family Literacy Program: 1994-1997 final report
Sustained effects of high participation in an early intervention for low-birth-weight premature infants
Nonstandard work schedules and child care decisions: Evidence from the NICHD Study of Early Child Care
The impact of intergenerational Head Start participation on success measures among adolescent children
Kindergarten prediction of reading skills: A longitudinal comparative analysis
Predictors of academic motivation in first grade among children born to low-income adolescent mothers
Preschool antecedents of internalizing problems in children beginning school: The role of social maladaptation
Single parenthood and school readiness in White, Black, and Hispanic 6- and 7-year-olds
Head Start, poor children, and their families
When paths diverge: ''Errors of prediction'' from preschool test scores to later cognitive and academic measures
Toddlers' emerging symbolic play: A first-born advantage?
Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school
Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills
Assessment issues in the testing of children at school entry
Inch by inch, row by row, gonna make this garden grow: Classroom quality and language skills in the Abbott preschool program: Year one report, 2002-2003
Incomes and outcomes in early childhood
Maternal nonstandard work schedules and child cognitive outcomes
Neighbourhood influences on children's school readiness
Children at risk: Effects of a four-year Head Start transition program on special education identification
Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities
Head Start children's conceptions of and expectations for their future schooling
Special education placements among former Head Start children in kindergarten: A descriptive multi-site study
Externalizing problems in Head Start children: An ecological exploration
Head Start children finishing first grade: Preliminary data on school identification of children at risk for special education
Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations
Emotional competence and early school adjustment: A study of preschoolers at risk
Risk assessment of Head Start children with the Brigance K&1 Screen: Differential performance by sex, age, and predictive accuracy for early school achievement and special education placement
Modeling intraindividual changes in children's social skills at home and at school: A multivariate latent growth approach to understanding between-settings differences in children's social skill development
Emotion knowledge as a predictor of social behavior and academic competence in children at risk
A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems
Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers
Caregiver-child interactions and early literacy development of preschool children from low-income environments
Effects of commenting during joint book reading by mothers with low SES
Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays
Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds
Mothers' implicit theories of early literacy instruction: Implications for children's reading and writing
Welfare reforms in Canada: Implications for the well-being of pre-school children in poverty
Pathways to reading: The role of oral language in the transition to reading
Maternity leave, early maternal employment and child health and development in the US
Assessment and early instruction of preschool children at risk for reading disability
The relationship between social behavior and emergent literacy among preschool boys and girls
Social risk and protective child, parenting, and child care factors in early elementary school years
Measuring infants' home environment: The IT-HOME for infants between birth and 12 months in four national data sets
The infant-toddler HOME in the 2nd and 3rd years of life
The EC-HOME across five national data sets in the 3rd to 5th year of life
Home environments and young Latino children's school readiness
The effects of early maternal employment on later cognitive and behavioral outcomes
The effects of developmentally appropriate practices on academic outcomes among former Head Start students and classmates, grades 1-3
Predicting children's literacy from mother-child conversations
Impact of a brief literacy intervention on urban preschoolers
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
Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program
Thinking outside of Head Start: The impact of family and school risk factors on former Head Start graduates' cognitive and socioemotional competence in their kindergarten and first grade years
Head Start children with a putative diagnosis of ADHD: A four-year follow-up of special education placement
The longitudinal course of reading development from preschool through elementary school: An application of structural equation modeling
Increasing the use of specific directives to improve compliance in preschool children with language and behavior disorders
Parental work, child-care use and young children's cognitive outcomes
The effects of early maternal employment on child cognitive development
Parental employment and child cognitive development
The association of early childhood care and education to children's experiences in kindergarten
The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade
Head Start parents' beliefs about their children's abilities, task values, and performances on different activities
Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments
Contributions of protective and risk factors to literacy and socioemotional competency in former Head Start children attending kindergarten
The role of home literacy environment in the development of language ability in preschool children from low-income families
The ecology of family day care
Comparison of phonological training procedures in kindergarten classrooms
Language competence, narrative ability, and school readiness in low-income preschool children
Language of instruction and literacy talk in bilingual and English immersion prekindergarten classrooms: Contributions to the early literacy development of Spanish-speaking children
The relation between Head Start parents' participation in a transition demonstration, education, efficacy, and their children's academic abilities
The effects of daycare participation for children
Caregiver training and classroom quality in child care centers
Maternal employment and child cognitive outcomes in the first three years of life: The NICHD Study of Early Child Care
Who cares for Nevada's children?: A profile of the demographic, economic, and quality aspects of child care in Nevada: Key findings from the Nevada Child Care Workforce Study
Early language development: Fragile Families in urban Essex research brief
Executive functioning and preschoolers' understanding of false beliefs, false photographs, and false signs
Language environments and language outcomes: Results from the NICHD Study of Early Child Care and Youth Development
Child health and academic achievement among former Head Start children
Maternal employment, nonparental care, mother-child interactions, and child outcomes during the preschool years
How special education preschool graduates finish: Status at 19 years of age
Association between nonmaternal care in the first year of life and children's receptive language skills prior to school entry: The moderating role of socioeconomic status
Early feelings about school and later academic outcomes of children with special needs living in poverty
Maternal employment and child cognitive outcomes: The importance of analytic approach
Neighborhood disadvantage: Pathways of effects for young children
A study of family, child care and well-being in young Canadian families
Peabody Picture Vocabulary Test (4th ed.)
Differential exposure to early childhood education services and mother-toddler interaction
Predictors and outcomes of low-income fathers? reading with their toddlers
Incidence and persistence of early literacy problems: Evidence from the NLSCY, 1994-2000: Final report
The relation of child care to cognitive and language development [Abridged]
The ''degree'' of instructor education and child outcomes in junior kindergarten: A comparison of certified teachers and early childhood educators
Beginning reading instruction: Towards levelling the playing field
Bridging the Gap: Improving literacy outcomes for Indigenous students
Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare
Effects of maternal employment and prematurity on child outcomes in single parent families
The role of home literacy practices in preschool children's language and emergent literacy skills
Toronto First Duty phase 1 final report: Evidence-based understanding of integrated foundations for early childhood
Does higher quality early child care promote low-income children's math and reading achievement in middle childhood?
Preschool home literacy practices and children?s literacy development: A longitudinal analysis
Effectiveness of a comprehensive, five-year family support program for low-income children and their families: Findings from the Comprehensive Child Development Program
Maternal education, early child care and the reproduction of advantage
Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments
Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities
For whom and under what conditions are preschool child care services leading to better cognitive development?
Pathways to mathematics: Longitudinal predictors of performance
Closing the gap in academic readiness and achievement: The role of early childcare
Quebec's childcare universal low fees policy 10 years after: Effects, costs and benefits
Child care quality and cognitive development: Trajectories leading to better preacademic skills
Enjoyment of learning and learning effort in primary school: The significance of child individual characteristics and stimulation at home and at preschool
Early childcare, maternal education and family origins: Differences in cognitive and linguistic outcomes throughout childhood
Do the perils of universal childcare depend on the child's age?
New evidence on the impacts of access to and attending universal childcare in Canada
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties
The relationship between child care subsidies and children's cognitive development
Chinese immigrant families and bilingualism among young children
Indirect and direct relationships between self-regulation and academic achievement during the nursery/elementary school transition of French students
Predicting child outcomes from preschool quality in Portugal
Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity?: Results from the NICHD Study of Early Child Care and Youth Development
Variation in home visiting over the first three years of life: Links to family characteristics, aspects of home visits, and child outcomes
Internal and external influences on vocabulary development in preschool children
Maternal support of children's early numerical concept learning predicts preschool and first-grade math achievement
Adolescent motherhood and developmental outcomes of children in Early Head Start: The influence of maternal parenting behaviors, well-being, and risk factors within the family setting
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
A comparison of social interactions between preschool students from Spanish speaking homes and preschool students from English speaking homes
Preschool center care quality effects on academic achievement: An instrumental variables analysis
What's past is prologue: Relations between early mathematics knowledge and high school achievement
Assessment of hostile and benign intent attributions in early childhood: Can we elicit meaningful information?
Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
Parental involvement routines and former Head Start children's literacy outcomes
The effects of children's Head Start enrollment age on their short- and long-term developmental outcomes
Income disparities in preschool outcomes and the role of family, child, and parenting factors
Cumulative and differential effects of early child care and middle childhood out-of-school time on adolescent functioning
Variation in the long-term benefits of child care: The role of classroom quality in elementary school
Child care and community services: Characteristics of service use and effects on parenting and the home environment
Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality
Child-care subsidies and family well-being
The home language and literacy environment of young Spanish/English bilingual children
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills
Adult outcomes of sustained high-quality early childcare and education: Do they vary by family income?
Early childhood predictors of black children's achievement: Home, early care and education, and neighborhood contexts
Child care and family processes: Bi-directional relations between child care quality, home environments, and maternal depression
High-quality early-childhood education at scale: Evidence from a multisite randomized trial
National Longitudinal Survey of Youth (NLSY): Child Supplement
NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States]
NICHD Study of Early Child Care and Youth Development: Phase II, 1995-1999 [United States]
NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]
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