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Accelerating math development in Head Start classrooms
Arnold, David H., 2003
Journal of Educational Psychology, 94(4), 762-770

A study of the impact of participating in fun, diverse mathematics-related activities on math skills among Head Start preschool children

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Age and schooling effects on emergent literacy and early reading skills
Crone, Deanne A., 1999
Journal of Educational Psychology, 91(4), 604-614

A longitudinal study examining age and schooling on emergent literacy and early reading skills, based on a sample of 337 children from low-income backgrounds

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Assessment and early instruction of preschool children at risk for reading disability
Hindson, Barbara, 2005
Journal of Educational Psychology, 97(4), 687-704

An evaluation of an intervention to detect developmental delays of emergent literacy skills in preschool students, based on a sample of 169 students in Sydney, Australia

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Behavior problem trajectories and first-grade cognitive ability and achievement skills: A latent growth curve analysis
Bub, Kristen L., August, 2007
Journal of Educational Psychology, 99(3), 653-670

An investigation of the relationship between behavior problems at age 2 and school performance in first grade, using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development

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Beyond the pages of a book: Interactive book reading and language development in preschool classrooms
Wasik, Barbara H., 2001
Journal of Educational Psychology, 93(2), 243-250

An article on the effects of an interactive reading intervention on the language skills of preschool children.

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Building kindergartners' number sense: A randomized controlled study
Jordan, Nancy C., August, 2012
Journal of Educational Psychology, 104(3), 647-660

A study of impact of a targeted small-group number sense intervention for high-risk kindergartners' understanding of numbers and operations, based on data from 132 kindergarten children from low income communities

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Center-based child care and cognitive skills development: Importance of timing and household resources
Votruba-Drzal, Elizabeth, August, 2013
Journal of Educational Psychology, 105(3), 821-838

Growing evidence has linked center-based early care and education settings to improvements in children's cognitive skills. Additional research is needed to more carefully delineate when and for whom these associations are most pronounced. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N = 6,350; Flanagan & West, 2004), this study examined whether the beneficial effects of center-based care settings for children's cognitive skills at age 5 differ by the age at which children experience these settings and for subgroups based on household income, parental education, and quality of the home learning environment. The results suggest that center-based preschool was supportive of the math and reading skills development of the sample as a whole. However, both center- and home-based care for 2-year-olds as well as 4-year-olds were beneficial for children from lower income, less educated, and less enriching family contexts, helping to diminish the cognitive skills gap between more and less advantaged children.

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Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance
Egeland, Byron, 2004
Journal of Educational Psychology, 94(4), 723-730

A longitudinal study exploring the relationship between children's academic achievement and parents' involvement in their children's school experience, their expectations regarding their children's achievement, and quality of instruction prior to school entry

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Children's Author Checklist
Senechal, Monique, September 1996
Journal of Educational Psychology, 88(3), 520-536

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Children's Title Checklist
Senechal, Monique, September 1996
Journal of Educational Psychology, 88(3), 520-536

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Classroom age composition and developmental change in 70 urban preschool classrooms
Moller, Arlen C., November 2008
Journal of Educational Psychology, 100(4), 741-753

An examination of age composition in 70 urban preschool classrooms in relation to child development as measured by the Child Observation Recordís cognitive, motor, and social subscales

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The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children
Dickinson, David K., 2003
Journal of Educational Psychology, 95(3), 465-481

An evaluation of Head Start preschool children's vocabularies, phonological sensitivities, and print knowledge to examine the relationship between oral language and developing literacy

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Construction and evaluation of a number sense test with Head Start children
Malofeeva, Elena, 2004
Journal of Educational Psychology, 96(4), 648-659

A study to determine the reliability and validity of the Number Sense Test, an assessment of mathematical skills designed for preschool aged children

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Contagion of aggression in day care classrooms as a function of peer and teacher responses
Goldstein, Naomi, 2001
Journal of Educational Psychology, 93(4), 708-719

An examination of the contagious nature of aggressive acts by young children in day care classrooms in a low income, urban day care center

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Developing a computer workshop to facilitate computer skills and minimize anxiety for early childhood educators
Wood, Eileen, 2002
Journal of Educational Psychology, 94(1), 164-170

A study evaluating the impact of a computer training workshop on early childhood educators' anxiety, computer knowledge, and comfort with computer technology, using three different instructional conditions: direct, guided discovery, or no-exposure control

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The development of cognitive skills and gains in academic school readiness for children from low-income families
Welsh, Janet A., February 2010
Journal of Educational Psychology, 102(1), 43-53

A longitudinal study of the relationship between executive function and growth in both emergent literacy and numeracy in the prekindergarten year and the kindergarten reading and math achievement of 164 children in Head Start

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The differential impact of early father and mother involvement on later student achievement
McBride, Brent A., May 2009
Journal of Educational Psychology, 101(2), 498-508

An exploration of the links between early parental involvement and later student achievement, based on a subsample of 1,474 children and their fathers from the Child Development Supplement of the Panel Study of Income Dynamics (PSID-CDS)

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Differential susceptibility to early literacy intervention in children with mild perinatal adversities: Short- and long-term effects of a randomized control trial
van der Kooy-Hofland, Verna A. C. , May, 2012
Journal of Educational Psychology, 104(2), 337-349

A study of the moderating influence of perinatal adversities on the impact of the Living Letters computer-based early literacy intervention on early literacy skills, both after the completion of the program and one year later, based on data from 100 5-year-olds who scored at the lowest level of early literacy skills in the fall of the senior kindergarten year in the Netherlands

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Do early literacy skills in children's first language promote development of skills in their second language?: An experimental evaluation of transfer
Goodrich, J. Marc, May, 2013
Journal of Educational Psychology, 105(2), 414-426

A study of the moderating effects of children's initial skills in one language on the impact of an intervention designed to improve those skills in a second language, based on data from 94 Spanish-speaking language minority children from 10 classes in a Head Start center in Los Angeles, California, randomly assigned to one of three intervention conditions--the HighScope Preschool Curriculum alone or the HighScope Preschool Curriculum with small-group pull-out instruction, using the activities of the Literacy Express Preschool Curriculum, in either an English-only or English-to-Spanish version

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Early gender differences in self-regulation and academic achievement
Matthews, J. S., August 2009
Journal of Educational Psychology, 101(3), 689-704

An exploration of gender differences in childrenís abilities to self-regulate their behavior and their discrepancies in academic achievement, and an inquiry into the correlation between direct measures versus teacher ratings of students' behavior, based on a sample of 268 kindergarteners from 87 classrooms in 12 schools in a public school district in southeast Michigan

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Early identification of learning problems: A meta-analysis
Horn, Wade F., 1985
Journal of Educational Psychology, 77(5), 597-607

An analysis of the findings of 58 studies on the early identification and prediction of elementary school level reading-related learning disabilities in kindergarten or first grade students

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Early math interest and the development of math skills
Fisher, Paige H., August, 2012
Journal of Educational Psychology, 104(3), 673-681

An investigation of the relationship between preschoolers' math interest and skill, both concurrently and over a 5-month period, and of differences by gender and ethnicity in both math interest and the relationship between math interest and skills, based on data from 118 low income preschoolers from 8 classrooms at two different Head Start centers in a New England city

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Early teacher perceptions and later student academic achievement
Alvidrez, Jennifer, 1999
Journal of Educational Psychology, 91(4), 731-746

A longitudinal study of the relationship between preschool teachers' predictions of students' future achievements and the factors that may influence the teacher's perception

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Effectiveness of comprehensive professional development for teachers of at-risk preschoolers
Landry, Susan H., May 2009
Journal of Educational Psychology, 101(2), 448-465

An investigation into the effect of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Preschool Early Language and Literacy Training professional development intervention coupled with 4 combinations of mentoring and electronic or written feedback on teachersí promotion of at-risk childrenís development of early language and emergent literacy skills, based on samples of 262 early childhood teachers placed in one of 4 variations of the CIRCLE intervention or in a control group, and 1,786 preschool students

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Effects of alphabet-letter instruction on young children's word recognition
Roberts, Theresa A., 2003
Journal of Educational Psychology, 95(1), 41-51

A randomized study of the effects of alphabet-letter instruction on beginning phonetic word recognition in a group of non-English speaking preschool children

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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