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Peabody Picture Vocabulary Test (4th ed.)
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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.
Peabody Picture Vocabulary Test
Peabody Picture Vocabulary Test (Rev. ed.)
Peabody Picture Vocabulary Test (3rd ed.)
A profile of kindergarten readiness in White Center: Fall 2007
A profile of kindergarten readiness in East Yakima: Fall 2007
Beginning Head Start: Children, families and programs in fall 2006: FACES 2006 baseline report
The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report
Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008)
Reliability and validity of child outcome measures with culturally and linguistically diverse preschoolers: The First 5 LA Universal Preschool Child Outcomes Study spring 2007 pilot study
An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers' early literacy development
Final evaluation report: Lessons learned from the MELF community grants
2009-2010 implementation & expansion of the Child Development Education Pilot Program (CDEPP): Evaluation report
Vocabulary learning from an educational television program: Can children learn many new words and can print on screen help?
Analysis of individual child assessment for a sample of children who are receiving Child Development Education Pilot Program (CDEPP) services: Spring 2007 and fall 2007
ACF-OPRE report: A second year in Head Start: Characteristics and outcomes of children who entered the program at age three
ACF/OPRE report: Head Start children go to kindergarten
Assessment of quality preschool programming
ACF-OPRE report: A year in Head Start: Children, families and programs
ESTART validation study: Final report
Understanding school readiness abilities of bilingual Latino Head Start children and the differences among Latin American regions
Denver Preschool Program: Report on child outcomes: 2009-10 school year
Towards ecologically valid assessment in early literacy
Saint Paul Early Childhood Scholarship Program evaluation: Final evaluation report: 2008-2011
Early Steps to School Success: Annual evaluation report
Taking it to the classroom: Number board games as a small group learning activity
Educare implementation study findings--August 2012
Self-regulation across different contexts: Findings in young Albanian children
The dimensionality of language ability in young children
Household chaos and children's cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?
Annual evaluation report: Clayton Educare: 2009-10 school year
Saint Paul Early Childhood Scholarship Program evaluation: Annual report: Year 3
Children's oral narrative and reading skills in the first 3 years of reading instruction
Promising results: Educare implementation study data--June 2012
Child Development Education Pilot Program (CDEPP): 2009-10 student and classroom assessment report
Project Early Kindergarten-Early Reading First: Final evaluation report on a Saint Paul Public Schools initiative
Minn-LInK/CEED data partnership feasibility study: MELF evaluation report
Impact of online support for teachers' open-ended questioning in pre-k science activities
Effects of transitional bilingual education on Spanish-speaking preschoolers' literacy and language development: Year 2 results
Spanish vocabulary-bridging technology-enhanced instruction for young English language learners' word learning
Early Head Start home visits and classrooms: Stability, predictors, and thresholds of quality
Head Start children, families, and programs: Present and past data from FACES
Effects of MyTeachingPartner--Math/Science on teacher-child interactions in prekindergarten classrooms
"My teacher helps me": Assessing teacher-child relationships from the child's perspective
Quality rating and improvement systems: Secondary data analyses of psychometric properties of scale development
Building a classroom community that supports English learners in preschool
Predicting growth trajectories in early academic learning: Evidence from growth curve modeling with Head Start children
Understanding and assessing word comprehension
The effects of content-related shared book reading on the language development of preschool dual language learners
Improving low-income preschoolers' word and world knowledge: The effects of content-rich instruction
Systematic replication of the effects of a supplementary, technology-assisted, storybook intervention for preschool children with weak vocabulary and comprehension skills
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten
Investigating profiles of lexical quality in preschool and their contribution to first grade reading
Evaluation of Delaware Stars for Early Success: Final report
Early intervention for children with behavior problems in summer settings: Results from a pilot evaluation in Head Start preschools
Using Recognition & Response (R&R) to improve children's language and literacy skills: Findings from two studies
Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement
Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report
Evaluation of "Paths to QUALITY," Indiana's child care quality rating and improvement system: Final report
Illinois Preschool for All (PFA) program evaluation
Alberta Aboriginal Head Start in Urban and Northern Communities: Longitudinal study pilot phase
Denver Preschool Program: Report on child outcomes: 2010-11 school year
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten
The Educare Chicago Research-Program Partnership and Follow-Up Study: Using data on program graduates to enhance quality improvement efforts
Supporting vocabulary teaching and learning in prekindergarten: The role of educative curriculum materials
Family, friends & neighbors: Year 1 evaluation report
The influence of socioeconomic status, home environment, and childcare on language abilities
Read alouds and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms
Children learning to read later catch up to children reading earlier
Child outcomes and classroom quality in FACES 2009
Phonological awareness and print knowledge of preschool children with cochlear implants
Sixpence annual evaluation report 2010-2011
Sixpence annual evaluation report 2009-2010
Caregiver-child verbal interactions in child care: A buffer against poor language outcomes when maternal language input is less
Report to Congress on dual language learners in Head Start and Early Head Start programs
Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed?
Getting ready for kindergarten: Children's progress during Head Start: FACES 2009 report
Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children's learning
Sixpence annual evaluation report 2011-12
Mathematics instruction in Head Start: Nature, extent, and contributions to children's learning
Denver Preschool Program: Report on child outcomes: 2011-12 school year
Children's readiness gains in publically funded, community-based pre-kindergarten programs for 4 year olds and preschool for 3 year olds
The approximate number system and its relation to early math achievement: Evidence from the preschool years
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
Using environmental print to enhance emergent literacy and print motivation
Deconstructing building blocks: Preschoolers' spatial assembly performance relates to early mathematical skills
Head Start and housing (in)stability: Examining the school readiness of children experiencing homelessness
Effects of the pre-k program of Kalamazoo County Ready 4s on kindergarten entry test scores: Estimates based on data from the fall of 2011 and the fall of 2012
Investigating video as a means to promote vocabulary for at-risk children
Learning vocabulary from television: Does onscreen print have a role?
Mother-child referencing of environmental print and its relationship with emergent literacy skills
Denver Preschool Program: Report on child outcomes: 2013-14 school year
A national portrait of Head Start children and families: FACES 2014
Early language and literacy achievement of Early Reading First students in kindergarten and 1st grade in the United States
ECE quality indicators and child outcomes: Analyses of six large child care studies
Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator
Head Start classroom features and language and literacy growth among children with diverse language backgrounds
Associations between continuity of care in infant-toddler classrooms and child outcomes
Massachusetts Quality Rating and Improvement System (QRIS) validation study: Final report
Final evaluation report: Enhanced Language and Literacy Success project
Multi-component professional development for educators in an Early Head Start: Explicit vocabulary instruction during interactive shared book reading
Two-year impact of a mindfulness-based program on preschoolers' self-regulation and academic performance
High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners
Academic development of Head Start children: Role of dual language learning status
Paths to QUALITY Evaluation -- Phase 2: Final report to the Indiana Office of Early Childhood and Out of School Learning Family and Social Services Administration
The features of effective online professional development for early childhood educators
Read it Once Again instruction with two groups of students
Examining the effects of adapted peer tutoring on social and language skills of young English language learners
Parent vs. teacher ratings of children's shyness as predictors of language and attention skills
Socioeconomic status and early childhood aggression: Moderation by theory of mind for relational, but not physical, aggression
Executive function and learning behaviors: Associations with academic skills among preschoolers
Relationships between receptive vocabulary in English and Cantonese proficiency among five-year-old Hong Kong kindergarten children
Preschool boys of color: Portraits of the population served by Head Start
Head Start children's developmental progress and kindergarten experiences
A cluster randomized-controlled trial of the impact of the Tools of the Mind curriculum on self-regulation in Canadian preschoolers
Evaluation of the effects of Read it Once Again across two groups of students
Do stability of care and teacher-child interaction quality predict child outcomes in Early Head Start?
Early Reading First annual evaluation report: Enhanced Language and Literacy Success project: Year 2: 2009-2010 school year
E-books in the early literacy environment: Is there added value for vocabulary development?
Validity of the first two subtests of the Preschool Language Assessment Scale as a language screener for Spanish-speaking preschool children
Head Start, home, or other child care centers: What promotes healthy child development?
Targeting in Head Start: Which strategies improve equity and efficiency?
An exploration of language and social-emotional development of children with and without disabilities in a statewide pre-kindergarten program
Mission I'm Possible: Effects of a community-based project on the basic literacy skills of at-risk kindergarteners
A culturally and linguistically responsive vocabulary approach for young Latino dual language learners
Spanish and English early literacy profiles of preschool Latino English language learner children
Examining the validity of the ECERS-R: Results from the German National Study of Child Care in Early Childhood
Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, pre-kindergarten, and Early Reading First
Massachusetts Preschool Expansion Grant (PEG) impact evaluation report
Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality
The sleeping patterns of Head Start children and the influence on developmental outcomes
Leaping the language gap: Strategies for preschool and Head Start teachers
The impact of the Raising A Reader program on family literacy practices and receptive vocabulary of children in pre-kindergarten
Building vocabulary in two languages: An examination of Spanish-speaking dual language learners in Head Start
A matter of perspective: An exploratory study of the relationship between the early math skills and social competence of children from low-income families
School readiness amongst urban Canadian families: Risk profiles and family mediation
Evaluation of Indiana's Early Education Matching Grant program: 2014-15
One year or two?: The impact of Head Start enrollment duration on academic achievement
Year 2 report: Seattle pre-K program evaluation
Year 1 report: Seattle pre-K program evaluation
Information book read-alouds in Head Start preschools and the development of preschoolers' vocabulary and emergent literacy skills
Are all Head Start Classrooms created equal?: Variation in classroom quality within Head Start centers and implications for accountability systems
Direct vocabulary instruction in preschool: A comparison of extended instruction, embedded instruction, and incidental exposure
Spanish instruction in Head Start and dual language learners' academic achievement
English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers' English vocabulary skills
Measuring the quality of teacher-child interactions at scale: The implications of using local practitioners to conduct classroom observations
Improving lifetime trajectories for vulnerable young children and families living with significant stress and social disadvantage: The Early Years Education Program randomised controlled trial
What are the effects of a two-generation human capital program on children's outcomes in Head Start?
Classroom language contexts as predictors of Latinx preschool dual language learners' school readiness
Preschool screening: An examination of the Behavioral and Emotional Screening System Preschool Teacher Form (BESS Preschool)
Dialogic reading: Language and preliteracy outcomes for young children with disabilities
Is full day better than half day?: A propensity score analysis of the association between Head Start program intensity and children's school performance in kindergarten
Child and family outcomes during the Head Start year: FACES 2014-2015 data tables and study design
Teachers' theory-of-mind coaching and children's executive function predict the training effect of sociodramatic play on children's theory of mind
Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children
Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes
Feasible implementation strategies for improving vocabulary knowledge of high-risk preschoolers: Results from a cluster-randomized trial
Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills
Self-regulation abilities and Spanish-speaking preschoolers' vocabulary and letter-word skills in Spanish and English
Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
Superintendents' Early Childhood Plan evaluation: 2016-17
Evidence regarding the domains of the CLASS PreK in Head Start classrooms
An evaluation of a treatment package consisting of discrimination training and differential reinforcement with response cost and a social story on vocal stereotypy for a preschooler with autism in a preschool classroom
Associations of home and classroom environments with Head Start children's code-related and oral language skills
Contributions of executive function and spatial skills to preschool mathematics achievement
The effects of play-based intervention on vocabulary acquisition by preschoolers at risk for reading and language delays
Narrative development in dual language learning Latino preschoolers
Using alphabet knowledge to track the emergent literacy skills of children in Head Start
Executive function skills, early mathematics, and vocabulary in Head Start preschool children
A quasi-experiment examining expressive and receptive vocabulary knowledge of preschool Head Start children using mobile media apps
Non-symbolic approximate arithmetic training improves math performance in preschoolers
Word learning and story comprehension from digital storybooks: Does interaction make a difference?
Increasing preschoolers vocabulary development through a streamlined teacher professional development intervention
Methods for longitudinal study of preschool spatial and mathematical skills
Examining the relationship between emergent literacy skills and invented spelling in prekindergarten Spanish-speaking dual language learners
Sixpence 2013-2014 evaluation report
Within-year teacher turnover in Head Start and children’s school readiness
Is skill type the key to the PreK fadeout puzzle?: Differential associations between enrollment in PreK and constrained and unconstrained skills across kindergarten
Getting ready for school: Piloting universal prekindergarten in an urban county
The effects of full-day pre-kindergarten: Experimental evidence of impacts on children's school readiness
The effects of content-enriched shared book reading versus vocabulary-only discussions on the vocabulary outcomes of preschool dual language learners
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
Improving low-income preschoolers' theory of mind: A training study
Preschool children's interest, social-emotional skills, and emergent mathematics skills
Denver Preschool Program: Report on child outcomes: 2012-13 school year
Identifying Head Start children for higher tiers of language and literacy instruction
Evaluation of Indiana's Early Education Matching Grant program: 2015-16
Measuring the quality of teacher-child interactions at scale: Comparing research-based and state observation approaches
Teacher characteristics that play a role in the language, literacy and math development of dual language learners
A year in Head Start: Findings from FACES 2014 on children's progress toward school readiness during the 2014-2015 program year
Exploring a comprehensive model for early childhood vocabulary instruction: A design experiment
Songs vs. stories: Impact of input sources on ESL vocabulary acquisition by preliterate children
Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall
Road to readiness: Pathways from low-income children's early interactions to school readiness skills
Effects of instructional condition on preschool children's novel word learning
Early Reading First annual evaluation report: Enhanced Language and Literacy Success project: Year 3: 2010-2011 school year
Associations between problem behaviors and early vocabulary skills among Hispanic dual-language learners in pre-K
Sixpence 2014-2015 evaluation report
Transitioning across systems: Head Start and elementary school coordination efforts to enhance low-income children's academic and social success in kindergarten
Prekindergarten classroom language environments and children's vocabulary skills
Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills
R2LP's Early Reading First 3 program: A summary of teacher observation and child assessment data, 2010-2013
Mother-child joint writing in an environmental print setting: Relations with emergent literacy
Approaches to validating child care quality rating and improvement systems (QRIS): Results from two states with similar QRIS type designs
Descriptive data on Head Start children and families from FACES 2014: Fall 2014 data tables and study design
Toddlers in Early Head Start: A portrait of 3-year-olds, their families, and the programs serving them: Volume 1: Age 3 report
Data-driven improvement in prekindergarten classrooms: Report from a partnership in an urban district
Preschool children's use of thematic vocabulary during dialogic reading and activity-based intervention
Early childhood regression discontinuity study
Emotion knowledge and attentional differences in preschoolers showing context-inappropriate anger
Annual evaluation report: Educare of Denver: 2012-13 school year
Effects of receiving multiple early intervention services on children's language, literacy, and general development
Descriptive data on Region XI Head Start children and families: AI/AN FACES Fall 2015-Spring 2016 data tables and study design
Year 3 report: Seattle pre-K program evaluation
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families
Early Reading First annual evaluation report: Enhanced Language and Literacy Success project: Year 1: 2008-2009 school year
Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers
Simplifying quality rating systems in early childhood education
Exploring the use of a multiple-gating screening process to identify preschool-age children for multitiered instructional support
The relation between classroom age composition and children’s language and behavioral outcomes: Examining peer effects
Development of early English language and literacy skills among Spanish-speaking children: Does preschool make a difference?
The effects of a comprehensive early literacy project on preschoolers' language and literacy skills
Early Achievers standards validation study: Final report
Report on the federal Preschool Expansion Grant
Observed quality and psychometric properties of the CLASS-T in the Early Head Start Family and Child Experiences Survey
The relationship of gross motor and physical activity environments in child care settings with early learning outcomes
The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start
Can center-based care reduce summer slowdown prior to kindergarten?: Exploring variation by family income, race/ethnicity, and dual language learner status
Differences in the early care and education needs of young children involved in child protection
Time well spent: Home learning activities and gains in children's academic skills in the prekindergarten year
The emergent literacy skills of four-year-old children receiving free kindergarten early childhood education in New Zealand
Associations of adversity to indicators of child well being in a high quality early education context
More than words: The relations between teacher-child interactions, classroom context, and Latino DLLs' school readiness
Head Start family and classroom supports for kindergarten achievement: FACES 2009 report
Peabody Picture Vocabulary Test (5th ed.)
Variability in preschool CLASS scores and children’s school readiness
Year 4 report: Seattle Preschool Program evaluation
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
Measuring Head Start children’s early learning skills using teacher reports during the COVID-19 pandemic
Multitiered early literacy identification in 3-year-old children in Head Start settings
Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
Exploring the associations of the Pre-K CLASS with children’s school readiness in FACES 2014: Associations for subgroups and thresholds of quality
Exploring bidirectional language-behavior influences for Spanish-English dual language learning children in Head Start
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
Teachers' and children's differing views on relationships and their associations with academic outcomes
Psychometric properties of parent-and staff-reported measures and observational measures of infant and toddler development in Early Head Start
Family routines and practices that support the school readiness of young children living in poverty
Mixed-delivery public prekindergarten: Differences in demographics, quality, and children’s gains in community-based versus public school programs across five large-scale systems
Preliminary results, criterion validity analysis expanding Individual Growth & Development Indicators of Language and Early Literacy for universal screening in multi-tiered systems of support with three-year-olds
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children’s school readiness
How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers
Kindergarten through grade 3 outcomes associated with participation in high-quality early care and education: A RCT follow-up study
Profiles of family engagement in home- and center-based Early Head Start programs: Associations with child outcomes and parenting skills
Learning experiences vary across young children in the same classroom: Evidence from the individualizing student instruction measure in the Boston Public Schools
Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades
Executive function and theory of mind in children living in poverty: A short-term longitudinal study
Relationships between families and Head Start staff: Associations with children’s academic outcomes through home involvement and approaches to learning
Profiles of family engagement in home- and center-based Early Head Start programs: Associations with child outcomes and parenting skills
Benefits of pre-kindergarten for children in Baltimore, MD
School readiness of immigrant-origin children and enriching experiences
Examining the role of demographic characteristics, attachment, and language in preschool children’s executive function skills
Early education program racial and ethnic composition and associations with quality and children’s language and social-emotional development
Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
Effects of emergent literacy interventions for preschoolers with autism spectrum disorder
Concurrent predictors of science core knowledge in preschool
The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs
Development and validation of the Systematic Assessment of Book Reading (SABR-2.2)
Associations between social skills, inattention, and English vocabulary skills of preschool Latinx dual language learners
Teacher and child factors associated with emotion talk between teachers and preschoolers displaying elevated externalizing behaviors
Baseline inequalities: Social skills at preschool entry moderate math development
School-entry skills predicting school-age academic and social–emotional trajectories
Intersectional typologies of children with cultural minority backgrounds: Relation to school readiness in Head Start
Family ecological resources and risks: The moderating role of Early Head Start
Linking teacher-versus child self-report discrepancies in aggression to demographic and cognitive profiles
The role of peers’ executive function and classroom quality in preschoolers’ school readiness
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs
Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance
Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD
Examining the bidirectional relations between language and behavior in Head Start children
Evaluation of early childhood programs & child development in Indiana: Second report
The developmental status of young children in Indiana
Is starting earlier better? A propensity score analysis of toddler-year impacts for English only and Spanish-speaking dual language learners
Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading
Learning two languages: Dual language learning patterns, predictors, and outcomes
An examination of cultural-linguistic influences on PPVT-4 performance in African American and Hispanic preschoolers from low-income communities
Peer effects on dual language learners’ English and Spanish receptive vocabulary development
Understanding how language of instruction impacts early literacy growth for Spanish-speaking children
Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships
The moderating role of two learning related behaviors in preschool children’s academic outcomes: Learning behaviour and executive function
Factor structure of school readiness skills: Conceptual vs. statistical distinctions
Evidence of the effectiveness of a home visiting model in rural communities: Early steps to school success
Optimizing vocabulary instruction for preschool children
Off-task behavior as a measure of in-classroom executive function skills? Evidence for construct validity and contributions to gains in prekindergartners’ academic achievement
The social validity of content enriched shared book reading vocabulary instruction and preschool DLLs’ language outcomes
Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary
Content-rich instruction and cognitive demand in prek: Using systematic observations to predict child gains
Sing it or speak it?: The effects of sung and rhythmically spoken songs on preschool children's word learning
Supporting emergent writing in preschool classrooms: Results of a professional development program
The role of early schooling in shaping inequality in academic, executive functioning, and social-emotional skills
What if you miss the first year of an aligned curriculum? Boston Public Schools' pre-K non-attenders made equivalent learning gains whether or not their kindergarten was aligned with pre-K
Predictors of preschool language environments and their relations to children's vocabulary
Profiles of teacher & child talk during early childhood classroom shared book reading
Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child-driven effects
Context influences on task orientation among preschoolers who display disruptive behavior problems
Superintendents' Early Childhood Plan evaluation: 2017-2018
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
The effects of a science and social studies content rich shared reading intervention on the vocabulary learning of preschool dual language learners
Reading beyond the book: Educating paraprofessionals to implement dialogic reading for preschool children with language impairments
Efficacy and implementation of stress-reduction interventions for underserved families of autistic preschoolers across in-person and virtual modalities
Longitudinal bidirectionality of emotion knowledge and inhibitory control in low‐income children using cross‐lagged panels
Knowing what others know: Linking deception detection, emotion knowledge, and Theory of Mind in preschool
Mindfulness plus reflection training: Effects on executive function in early childhood
The associations among preschool children's growth in early reading, executive function, and invented spelling skills
Predicting response to treatment in a Tier 2 supplemental vocabulary intervention
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Promoting successful transitions to kindergarten: An early intervention for behaviorally at-risk children from Head Start preschools
Latino maternal literacy beliefs and practices mediating socioeconomic status and maternal education effects in predicting child receptive vocabulary
Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools
Modeling floor effects in standardized vocabulary test scores in a sample of low SES Hispanic preschool children under the multilevel structural equation modeling framework
Development of inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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