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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Early childhood research quarterly, 2008-01, Vol.23 (1), p.51-68
2008
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An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters
Early childhood research quarterly, 2006-01, Vol.21 (3), p.374-389
2006
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Teachers’ use of questions during shared book reading: Relations to child responses
Early childhood research quarterly, 2019-01, Vol.49, p.59-68
2019
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Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors
Early childhood research quarterly, 2016-01, Vol.37, p.106-117
2016
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Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth
Early childhood research quarterly, 2020-01, Vol.53, p.1-10
2020
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Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection?
Early childhood research quarterly, 2016-01, Vol.36, p.281-294
2016
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A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)
Early childhood research quarterly, 2010-01, Vol.25 (2), p.218-234
2010
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Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
Early childhood research quarterly, 2010-01, Vol.25 (1), p.65-83
2010
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Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)
Early childhood research quarterly, 2021-01, Vol.55, p.201-213
2021
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Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Early childhood research quarterly, 2012, Vol.27 (3), p.387-400
2012
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Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
Early childhood research quarterly, 2013, Vol.28 (3), p.496-508
2013
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Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties
Early childhood research quarterly, 2011, Vol.26 (1), p.1-14
2011
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Inferential talk during teacher–child interactions in small-group play
Early childhood research quarterly, 2013, Vol.28 (2), p.424-436
2013
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Linguistic environment of preschool classrooms: What dimensions support children’s language growth?
Early childhood research quarterly, 2018-01, Vol.42, p.79-92
2018
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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth
Early childhood research quarterly, 2010, Vol.25 (3), p.329-347
2010
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Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations
Early childhood research quarterly, 2013, Vol.28 (3), p.608-620
2013
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Influences on the congruence between parents’ and teachers’ ratings of young children's social skills and problem behaviors
Early childhood research quarterly, 2013, Vol.28 (1), p.144-152
2013
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Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention
Early childhood research quarterly, 2011, Vol.26 (3), p.255-267
2011
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Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development
Early childhood research quarterly, 2011, Vol.26 (4), p.420-429
2011
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A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)
Early childhood research quarterly, 2012, Vol.27 (3), p.512-528
2012
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Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors
Early childhood research quarterly, 2012, Vol.27 (1), p.77-89
2012
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Teacher–child conversations in preschool classrooms: Contributions to children's vocabulary development
Early childhood research quarterly, 2015, Vol.30, p.80-92
2015
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The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis
Early childhood research quarterly, 2017-01, Vol.38, p.97-115
2017
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Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?
Early childhood research quarterly, 2024-01, Vol.67, p.252-264
2024
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Big little leap: The role of transition difficulties in children's skill development during kindergarten
Early childhood research quarterly, 2024-01, Vol.67, p.139-147
2024
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