Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade

[1]  L. Pearlin,et al.  The structure of coping. , 1978, Journal of health and social behavior.

[2]  Elizabeth Sulzby,et al.  Emergent Literacy: Writing and Reading. Writing Research: Multidisciplinary Inquiries into the Nature of Writing Series. , 1986 .

[3]  D. Entwisle,et al.  Achievement in the first 2 years of school: patterns and processes. , 1989, Monographs of the Society for Research in Child Development.

[4]  F. Gresham,et al.  Teacher and Observer Ratings of Children's Social Skills: Validation of the Social Skills Rating Scales , 1988 .

[5]  J. Arnett Caregivers in day-care centers: Does training matter?☆ , 1989 .

[6]  Anthony S. Bryk,et al.  A Multilevel Model of the Social Distribution of High School Achievement. , 1989 .

[7]  William Meredith,et al.  Latent curve analysis , 1990 .

[8]  Anthony S. Bryk,et al.  Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .

[9]  J J McArdle,et al.  Modeling incomplete longitudinal and cross-sectional data using latent growth structural models. , 1992, Experimental aging research.

[10]  Elizabeth Fennema,et al.  Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes. , 1993 .

[11]  G. Duncan,et al.  Economic deprivation and early childhood development. , 1994, Child development.

[12]  Anne McKeough,et al.  Teaching for transfer: Fostering generalization in learning. , 1995 .

[13]  Robbie Case,et al.  Teaching for understanding: The importance of the central conceptual structures in the elementary mathematics curriculum. , 1995 .

[14]  Sheila Smith Two Generation Programs for Families in Poverty: A New Intervention Strategy , 1995 .

[15]  Lee Galda,et al.  Oral Language and Literacy Learning in Context: The Role of Social Relationships. Reading Research Report No. 57. , 1996 .

[16]  James J. Lindsay,et al.  The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review , 1996 .

[17]  B. Fazio Mathematical abilities of children with specific language impairment: a 2-year follow-up. , 1996, Journal of speech and hearing research.

[18]  E. Zigler,et al.  Social competence: An untapped dimension in evaluating head start's success , 1997 .

[19]  Rebecca J. Panagos Meaningful Differences in the Everyday Experience of Young American Children , 1998 .

[20]  G. Whitehurst,et al.  Child development and emergent literacy. , 1998, Child development.

[21]  Hollis S. Scarborough,et al.  Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ , 1998 .

[22]  Susan B. Empson,et al.  A longitudinal study of invention and understanding in children's multidigit addition and subtraction , 1998 .

[23]  C. Seefeldt,et al.  Former Head Start Parents' Characteristics, Perceptions of School Climate, and Involvement in Their Children's Education , 1998, The Elementary School Journal.

[24]  Jeremy D. Finn,et al.  Tennessee's Class Size Study: Findings, Implications, Misconceptions , 1999 .

[25]  Scott D. Gest,et al.  Competence in the context of adversity: Pathways to resilience and maladaptation from childhood to late adolescence , 1999, Development and Psychopathology.

[26]  Arthur J. Reynolds,et al.  Parent involvement in early intervention for disadvantaged children: Does it matter? , 1999 .

[27]  Ann S. Epstein Pathways to Quality in Head Start, Public School, and Private Nonprofit Early Childhood Programs , 1999 .

[28]  G. Ladd,et al.  Children's social and scholastic lives in kindergarten: related spheres of influence? , 1999, Child development.

[29]  M. Carr,et al.  Gender Differences in First-Grade Mathematics Strategy Use: Parent and Teacher Contributions. , 1999 .

[30]  J. Sarama,et al.  Young Children's Concepts of Shape. , 1999 .

[31]  Robert C. Pianta,et al.  Teachers’ judgments of problems in the transition to kindergarten , 2000 .

[32]  Greta M. Massetti,et al.  Specificity in the Nature and Timing of Cognitive Growth in Kindergarten and First Grade , 2000 .

[33]  Sharon M. McGroder,et al.  Parenting among low-income, African American single mothers with preschool-age children: patterns, predictors, and developmental correlates. , 2000, Child development.

[34]  A. Sameroff Developmental systems and psychopathology , 2000, Development and Psychopathology.

[35]  Yuk Fai Cheong,et al.  HLM 6: Hierarchical Linear and Nonlinear Modeling , 2000 .

[36]  G. Vimpani Developmental Health and the Wealth of Nations , 2000 .

[37]  G. Resnick,et al.  Head Start FACES: Longitudinal Findings on Program Performance. Third Progress Report. , 2001 .

[38]  H. Ginsburg,et al.  Everyday mathematical knowledge: Asking young children what is developmentally appropriate. , 2001 .

[39]  David K. Dickinson,et al.  Beginning Literacy with Language: Young Children Learning at Home and School. , 2001 .

[40]  Susan L. Golbeck,et al.  Psychological perspectives on early childhood education : reframing dilemmas in research and practice , 2001 .

[41]  Mark S. Seidenberg,et al.  PSYCHOLOGICAL SCIENCE IN THE PUBLIC INTEREST HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING , 2022 .

[42]  Xitao Fan Parental Involvement and Students' Academic Achievement: A Growth Modeling Analysis , 2001 .

[43]  Bonnie Knoke,et al.  Before Head Start: Income and Ethnicity, Family Characteristics, Child Care Experiences, and Child Development , 2001 .

[44]  R. Pianta,et al.  Turnover in Kindergarten Classroom Membership in a National Sample , 2001 .

[45]  A. Wilcox-Herzog,et al.  Is There a Link Between Teachers' Beliefs and Behaviors? , 2002 .

[46]  The Role of Maternal Beliefs in Predicting Home Learning Activities in Head Start Families , 2002 .

[47]  R. Clifford,et al.  Early Childhood Environment Rating Scale , 2002 .

[48]  Jennifer Dobbs,et al.  Accelerating Math Development in Head Start Classrooms , 2002 .

[49]  G. Whitehurst,et al.  Oral language and code-related precursors to reading: evidence from a longitudinal structural model. , 2002, Developmental psychology.

[50]  J Bruce Tomblin,et al.  A longitudinal investigation of reading outcomes in children with language impairments. , 2002, Journal of speech, language, and hearing research : JSLHR.

[51]  David T. Burkam,et al.  Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School , 2002 .

[52]  Michele Booth Kreisman Evaluating Academic Outcomes of Head Start: An Application of General Growth Mixture Modeling. , 2003 .

[53]  Huey-Ling Lin,et al.  Kindergarten teachers’ views of children’s readiness for school , 2003 .

[54]  Sherick Hughes An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District , 2003 .

[55]  John J. McArdle,et al.  Growth Curve Analysis in Contemporary Psychological Research , 2003 .

[56]  Selcuk R. Sirin,et al.  When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children from Low-Income Families , 2003 .

[57]  R. Lambert,et al.  A Comparison of School Readiness Outcomes for Children Randomly Assigned to a Head Start Program and the Program's Wait List , 2003 .

[58]  M. Shaul Head Start: Increased Percentage of Teachers Nationwide Have Required Degrees, but Better Information on Classroom Teachers' Qualifications Needed. Report to Congressional Requesters. , 2003 .

[59]  Elisabeth Arnbak When are poor reading skills a threat to educational achievement? , 2004 .

[60]  U. Bronfenbrenner Making Human Beings Human: Bioecological Perspectives on Human Development. The SAGE Program on Applied Developmental Science. , 2004 .

[61]  K. Aunola,et al.  Developmental Dynamics of Math Performance From Preschool to Grade 2 , 2004 .

[62]  J. Fantuzzo,et al.  A Multivariate Examination of Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children. , 2004 .

[63]  J. Tudge,et al.  Early mathematical experiences: Observing young Black and White children’s everyday activities , 2004 .

[64]  J. Fantuzzo,et al.  Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children , 2004 .

[65]  M. Davison,et al.  A longitudinal study of math achievement gains for initially low achieving students , 2005 .

[66]  A. Acock Working With Missing Values , 2005 .

[67]  P. Davis-Kean,et al.  The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. , 2005, Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association.

[68]  S. Rimm-Kaufman,et al.  The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms , 2005, The Elementary School Journal.

[69]  R. Pianta,et al.  Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? , 2005 .

[70]  David T. Burkam,et al.  Explaining Girls’ Advantage in Kindergarten Literacy Learning: Do Classroom Behaviors Make a Difference? , 2005, The Elementary School Journal.

[71]  Annemarie H. Hindman,et al.  Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. , 2005 .

[72]  Mary Ann Evans,et al.  Developmental Changes in Parents' Use of Miscue Feedback During Shared Book Reading. , 2005 .

[73]  G. Duncan,et al.  Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps? , 2005, The Future of children.

[74]  R. Pianta,et al.  Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence. , 2006, The American journal of orthopsychiatry.

[75]  David T. Burkam,et al.  Full‐Day versus Half‐Day Kindergarten: In Which Program Do Children Learn More? , 2006, American Journal of Education.

[76]  Barbara A. Wasik,et al.  The Effects of a Language and Literacy Intervention on Head Start Children and Teachers , 2006 .

[77]  Alan C. Acock,et al.  The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school , 2006 .

[78]  Monique Sénéchal,et al.  Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure , 2006 .

[79]  Keith F. Widaman,et al.  III. MISSING DATA: WHAT TO DO WITH OR WITHOUT THEM , 2006 .

[80]  R. Pianta,et al.  Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? , 2006 .

[81]  F. Morrison,et al.  Preschool instruction and children's emergent literacy growth , 2006 .

[82]  R. Pianta,et al.  Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms , 2007 .

[83]  Chaitanya Ramineni,et al.  Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories , 2007 .

[84]  Robert C. Pianta,et al.  Opportunities to Learn in America's Elementary Classrooms , 2007, Science.

[85]  Frederick J. Morrison,et al.  A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth , 2007 .

[86]  Robert H. Horner,et al.  Handbook of Developmental Disabilities. , 2007 .

[87]  L. Lengua,et al.  Contextual risk and parenting as predictors of effortful control and social competence in preschool children. , 2007, Journal of applied developmental psychology.

[88]  Celia A. Brownell,et al.  Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development. , 2007, Early education and development.

[89]  G. Duncan,et al.  School readiness and later achievement. , 2007, Developmental psychology.

[90]  Nikki L. Aikens,et al.  Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts. , 2008 .

[91]  Kevin J. Grimm,et al.  Reading trajectories of children with language difficulties from preschool through fifth grade. , 2008, Language, speech, and hearing services in schools.

[92]  Annemarie H. Hindman,et al.  Head Start Teachers' Beliefs about Language and Literacy Instruction. , 2008 .

[93]  Annemarie H. Hindman,et al.  Untangling the Effects of Shared Book Reading: Multiple Factors and Their Associations with Preschool Literacy Outcomes. , 2008 .

[94]  Catherine P. Bradshaw,et al.  A Multilevel Study of Predictors of Student Perceptions of School Climate: The Effect of Classroom-Level Factors , 2008 .

[95]  Marcia L. Kosanovich,et al.  Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency. , 2008, Journal of school psychology.

[96]  A. Vanderheyden,et al.  Measuring Response to Early Literacy Intervention With Preschoolers at Risk , 2008 .

[97]  J. Sarama,et al.  Early Childhood Mathematics Education Research: Learning Trajectories for Young Children , 2009 .

[98]  Jonathan M. Campbell,et al.  Peabody Picture Vocabulary Test , 2010 .