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Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

Child development, 2020-11, Vol.91 (6), p.1854-1864

2020

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How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language

Child development, 2020-07, Vol.91 (4), p.1098-1115

2020

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Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners

Reading research quarterly, 2018-04, Vol.53 (2), p.155-174

2018

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Home literacy practices in relation to language skills of children living in low‐wealth rural communities

Infant and child development, 2021-01, Vol.30 (1), p.n/a

2021

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Targeted Reading Instruction: Four Guiding Principles

The Reading teacher, 2021-03, Vol.74 (5), p.505-515

2021

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Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills

Early childhood research quarterly, 2019-01, Vol.47, p.74-88

2019

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Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Learning disabilities research and practice, 2016-02, Vol.31 (1), p.6-21

2016

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Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers

Learning disabilities research and practice, 2017-11, Vol.32 (4), p.270-283

2017

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Caregiver–child verbal interactions in child care: A buffer against poor language outcomes when maternal language input is less

Early childhood research quarterly, 2013, Vol.28 (4), p.858-873

2013

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Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Early childhood research quarterly, 2017-01, Vol.41, p.161-173

2017

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Mothers' and Fathers' Mental State Talk: Ethnicity, Partner Talk, and Sensitivity

Journal of marriage and family, 2020-10, Vol.82 (5), p.1696-1716

2020

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A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten

AERA open, 2021-04, Vol.7 (1)

2021

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Child Care Changes, Home Environment Quality, and the Social Competence of African American Children at Age 3

Early education and development, 2013-11, Vol.24 (8), p.1065-1081

2013

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Examining Three Hypotheses for Pre-Kindergarten Fade-Out

Developmental psychology, 2022-03, Vol.58 (3), p.453-469

2022

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Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?

Early childhood research quarterly, 2021-01, Vol.55, p.35-51

2021

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Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories From Pre-Kindergarten Through Fifth Grade

Developmental psychology, 2022-06, Vol.58 (6), p.1066-1082

2022

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Corrigendum to Associations between teacher–child relationships, children's literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school: [Early Childhood Research Quarterly (2019) 124–133 / https://doi.org/10.1016/j.ecresq.2018.09.005]

Early childhood research quarterly, 2022, Vol.61, p.117-117

2022

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Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Early childhood research quarterly, 2024-01, Vol.68, p.35-44

2024

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Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school

Early childhood research quarterly, 2019-01, Vol.47, p.124-133

2019

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Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes

Early childhood research quarterly, 2023-01, Vol.63, p.145-155

2023

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Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

Journal of learning disabilities, 2021-11, Vol.54 (6), p.484-496

2021

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Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools

Teaching and teacher education, 2018-08, Vol.74, p.190-204

2018

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Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten

Journal of applied developmental psychology, 2020-07, Vol.69, p.101141-12, Article 101141

2020

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Rural classroom environments as contexts for teacher-child relationships

The Journal of educational research (Washington, D.C.), 2019-05, Vol.112 (3), p.411-420

2019

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Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education

Professional development in education, 2023-11, Vol.49 (6), p.1131-1151

2023

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Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language

Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners

Home literacy practices in relation to language skills of children living in low‐wealth rural communities

Targeted Reading Instruction: Four Guiding Principles

Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers

Caregiver–child verbal interactions in child care: A buffer against poor language outcomes when maternal language input is less

Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes

Mothers' and Fathers' Mental State Talk: Ethnicity, Partner Talk, and Sensitivity

A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten

Child Care Changes, Home Environment Quality, and the Social Competence of African American Children at Age 3

Examining Three Hypotheses for Pre-Kindergarten Fade-Out

Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?

Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories From Pre-Kindergarten Through Fifth Grade

Corrigendum to Associations between teacher–child relationships, children's literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school: [Early Childhood Research Quarterly (2019) 124–133 / https://doi.org/10.1016/j.ecresq.2018.09.005]

Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school

Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes

Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools

Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten

Rural classroom environments as contexts for teacher-child relationships

Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education

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