Child Care and Early Education Research Connections
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Woodcock-Johnson Psycho-Educational Battery (Rev. ed.)
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Building futures: The Head Start impact study: Research design plan
Results at age 8 years of early intervention for low-birth-weight premature infants: The Infant Health and Development Program
Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity
Woodcock-Johnson Psycho-Educational Battery
Los Angeles County children's literacy experiences, emotional well-being and skills acquisition: Results from the Los Angeles Family and Neighborhood Survey
Head Start FACES 2000: A whole-child perspective on program performance
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development
Family socioeconomic status and consistent environmental stimulation in early childhood
Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study
Father involvement program effects on fathers, father figures, and their Head Start children: A quasi-experimental study
Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
Smart Start and preschool child care quality in NC: Change over time and relation to children's readiness
Children's experiences in center-based child care as a function of teacher background and adult:child ratio
Does quality of child care affect child outcomes at age 4 1/2?
Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention
Some theoretical and methodological considerations in studying literacy in social context
Third national Even Start evaluation: Program impacts and implications for improvement
Development and validation of a measure to assess Head Start children's appraisals of teacher support
Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care
Future directions for family literacy
Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses
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
Head Start children: School mobility and achievement in the early grades
Head Start children with a putative diagnosis of ADHD: A four-year follow-up of special education placement
Third national Even Start evaluation: Follow-up findings from the experimental design study
The promotive effects of family educational involvement for low-income children's literacy
The effect of increases in welfare mothers' education on their young children's academic and behavioral outcomes: Evidence from the National Evaluation of Welfare-to-Work Strategies Child Outcomes Study
Assessment issues in the testing of children at school entry
Two-way and monolingual immersion in preschool education: An experimental comparison
Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children
Effects of a family literacy program on low-literate children and their parents: Findings from an evaluation of the Even Start family literacy program
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes
Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
Social risk and protective child, parenting, and child care factors in early elementary school years
Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial
The EC-HOME across five national data sets in the 3rd to 5th year of life
The Home Observation for Measurement of the Environment (HOME) in middle childhood: A study of three large-scale data sets
The effects of developmentally appropriate practices on academic outcomes among former Head Start students and classmates, grades 1-3
Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life
Is more better?: The effects of full-day vs. half-day preschool on early school achievement
Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program
Father book reading behaviors and pre-kindergarten emergent literacy
A contextual approach to the prediction of readiness in an at-risk preschool population
Effects of a Head Start to elementary school transition service program on children's behavioral and cognitive outcomes: Direct, mediated, and moderated pathways
A longitudinal investigation of preschoolers' Head Start experience and subsequent school readiness
Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development
Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement
Growing readers: A hierarchical linear model of children's reading growth during the first two years of school
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
A randomized study of neighborhood effects on low-income children's educational outcomes
The Work Sampling System: Reliability and validity of a performance assessment for young children
Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report
Early language and the development of children's reading skills
Type of child care and children's development at 54 months
Child care and low-income children's development: Direct and moderated effects
Comparison of phonological training procedures in kindergarten classrooms
Effect of early childhood teacher characteristics on classroom practice, quality, and child abilities
Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development
Poverty, early childhood education and academic competence: The Abecedarian experiment
The relation between Head Start parents' participation in a transition demonstration, education, efficacy, and their children's academic abilities
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
Teaching and tracking emergent literacy in Head Start
Early childhood education: Young adult outcomes from the Abecedarian Project
Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences
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
Does class size in first grade relate to children's academic and social performance or observed classroom processes?
Teacher-child relationships and children's success in the first years of school
Multiple pathways to early academic achievement
Child health and academic achievement among former Head Start children
Testing associations between young children's relationships with mothers and teachers
Productive activity and the prevention of behavior problems
Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade
Are there long-term effects of early child care?
The role of grandmothers in the lives of preschoolers growing up in urban poverty
Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample
How special education preschool graduates finish: Status at 19 years of age
Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development [Abridged]
Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development
Modeling the impacts of child care quality on children's preschool cognitive development
Pathways to reading: The role of oral language in the transition to reading
Do children's attention processes mediate the link between family predictors and school readiness
Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school
Effects of the structure of classmates? perceptions of peers? academic abilities on children?s perceived cognitive competence, peer acceptance, and engagement
The rates, effects, and mechanisms of stability in nonmaternal child care arrangements during the preschool and transition to school age period
Early feelings about school and later academic outcomes of children with special needs living in poverty
Role of resilient personality on lower achieving first grade students' current and future achievement
Trajectories of maternal depressive symptoms, maternal sensitivity, and children's functioning at school entry
The joint influence of mother and father parenting on child cognitive outcomes at age 5
Maternal employment and child cognitive outcomes: The importance of analytic approach
The short-term effect of grade retention on peer relations and academic performance of at-risk first graders
Preschool program improves cognitive control
North Carolina's kindergartners & schools technical report: Addendum to the April 2001 summary report
Two-way and monolingual English immersion in preschool education: An experimental comparison
Educational effects of the Tools of the Mind curriculum: A randomized trial
The interaction of early maternal responsiveness and children?s cognitive abilities on later decoding and reading comprehension skills
Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences
Family reading behavior and early literacy skills in preschool children from low-income backgrounds
Mothers' sensitivity and book-reading interactions with first graders
Patchworks and developmental sequences of child care: The impacts of multiple child care arrangements on child development
Does higher quality early child care promote low-income children's math and reading achievement in middle childhood?
The language and literacy development of Head Start children: A study using the Family and Child Experiences Survey Database
Neighborhoods as a developmental context: A multilevel analysis of neighborhood effects on Head Start families and children
Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade
Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments
Antecedents and correlates of the popular-aggressive phenomenon in elementary school
How home enrichment mediates the relationship between maternal education and children's achievement in reading and math
First-year maternal employment and child development in the first 7 years
The nature and impact of changes in home learning environment on development of language and academic skills in preschool children
Long-term effects of Head Start on academic and school outcomes of children in persistent poverty: Girls vs. boys
Multilingualism, mathematics achievement and instructional language policy
Pathways to mathematics: Longitudinal predictors of performance
Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness
Understanding school readiness abilities of bilingual Latino Head Start children and the differences among Latin American regions
Head Start and urban children's school readiness: A birth cohort study in 18 cities
Does teacher educational training help the early math skills of English language learners in Head Start?
An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers
Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills
The school readiness of the children of immigrants in the United States: The role of families, childcare and neighborhoods
Timing of high-quality child care and cognitive, language, and preacademic development
Impacts of Early Head Start participation on child and parent outcomes at ages 2, 3, and 5
Family subgroups and impacts at ages 2, 3, and 5: Variability by race/ethnicity and demographic risk
Patterns of school readiness among Head Start children: Meaningful within-group variability during the transition to kindergarten
National profiles of school readiness skills for Head Start children: An investigation of stability and change
Profiles of school readiness among four-year-old Head Start children
Children's early child care and their mothers' later involvement with schools
The long-term effects on children and adolescents of a policy providing work supports for low-income parents
Classroom quality and academic skills: Approaches to learning as a moderator
Predicting school readiness for low-income children with disability risks identified early
Program subgroups: Patterns of impacts for home-based, center-based, and mixed-approach programs
Does maternal employment following childbirth support or inhibit low-income children's long-term development?
Examining the black-white achievement gap among low-income children using the NICHD Study of Early Child Care and Youth Development
Conventional and piecewise growth modeling techniques: Applications and implications for investigating Head Start children's early literacy learning
Head Start program quality: Examination of classroom quality and parent involvement in predicting children's vocabulary, literacy, and mathematics achievement trajectories
Are two years better than one year?: A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten
School readiness: A multifaceted, developmental approach
Links between early care and education experiences birth to age 5 and prekindergarten outcomes
Home literacy exposure and early language and literacy skills in children who struggle with behavior and attention problems
Characterizing disability in Head Start programs: Not so clearcut
National profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
Mathematical skills in 3- and 5-year-olds with Spina Bifida and their typically developing peers: A longitudinal approach
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
It takes two: Sensitive caregiving across contexts and children's social, emotional, and academic outcomes
Multigenerational households and the school readiness of children born to unmarried mothers
Family participation and involvement in Early Head Start home visiting services: Relations with longitudinal outcomes
Head Start classrooms and children's school readiness benefit from teachers' qualifications and ongoing training
Head Start, prekindergarten, and academic school readiness: A comparison among regions in the United States
Longitudinal associations among interest, persistence, supportive parenting, and achievement in early childhood
Maternal support of children's early numerical concept learning predicts preschool and first-grade math achievement
Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs
Maternal support of young children's planning and spatial concept learning as predictors of later math (and reading) achievement
Predicting self-regulation and vocabulary and academic skills at kindergarten entry: The roles of maternal parenting stress and mother-child closeness
Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development
Dads' Parent Interactions with Children-Checklist of Observations Linked to Outcomes (PICCOLO-D): Developing an observational measure of father-child interaction
A comparison of activity-based intervention and embedded direct instruction when teaching emergent literacy skills
Improving school readiness: A multi-systemic examination of early childhood education
Marital status, home environments, and family strain: Complex effects on preschool children's school readiness skills
Family risk profiles and school readiness: A person-centered approach
Low-income children in Head Start and beyond: Findings from FACES
Mother's time allocation, child care and child cognitive development
The role of elementary school and home quality in supporting sustained effects of pre-K
Parental involvement routines and former Head Start children's literacy outcomes
What are the effects of a two-generation human capital program on children's outcomes in Head Start?
Experimental evaluation of the value added by Raising a Reader and supplemental parent training in shared reading
Mother-child play at 36 months and mother-child narratives at pre-kindergarten: Relations to children's school readiness
Variation in the long-term benefits of child care: The role of classroom quality in elementary school
Quality of social and physical environments in preschools and children's development of academic, language, and literacy skills
One or two years of participation: Is dosage of an enhanced publicly funded preschool program associated with the academic and executive function skills of low-income children in early elementary school?
Environmental and developmental indicators in early childhood: Relations to second-grade reading comprehension
Low-income children's readiness for group-based learning at age 3 and prekindergarten outcomes at age 5
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness
Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
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
One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children in kindergarten?
Center-based early childhood education: Curriculum, implementation, and intensity
Childcare experiences and early school outcomes: The mediating role of executive functions and emotionality
Children and caregivers' exposure to adverse childhood experiences (ACES): Association with children's and caregivers' psychological outcomes in a therapeutic preschool program
Cumulative and differential effects of early child care and middle childhood out-of-school time on adolescent functioning
Number-concept acquisition and general vocabulary development
Pathways from socioeconomic status to early academic achievement: The role of specific executive functions
Pathways form socioeconomic status to early academic achievement: The role of specific executive functions
Head Start Family and Child Experiences Survey (FACES): 2000 Cohort [United States]
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]
Head Start Family and Child Experiences Survey (FACES): 2003 Cohort [United States]
Panel Study of Income Dynamics: Child Development Supplement, 1997
National Evaluation of Welfare-to-Work Strategies (NEWWS)
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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