Children's attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children's expressive language growth
An examination of the relationship between children's gains in expressive language and daily preschool attendance rates, classroom process quality, and socioeconomic background, with an emphasis on the interaction among variables, based on two independent samples of 129 children in 14 classrooms and 160 children in 46 classrooms
Reports & Papers
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
A study examining the effects of two supplemental interventions on the skills of elementary school children with reading difficulties
Reports & Papers
Examining the effects of professional development to improve early reading instruction: How strong is the causal chain?
A review of methodological approaches to examining the effects of literacy professional development on teachers’ instructional practices and students’ reading outcomes
Literature Review
Kindergarten prediction of reading skills: A longitudinal comparative analysis
An analysis of the extent to which factors measured in kindergarten predict reading outcome at the end of 1st and 2nd grade
Reports & Papers
Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's report
A response to methodological and statistical criticism by two authors of the Developing Early Literacy report by the National Early Literacy Panel
Other
Peer effects in preschool classrooms: Is children's language growth associated with their classmates' skills?
A study of the relationship between individual children's language growth and peer language skills, and a second study of the influence of peer language skills on the language growth of children with different levels of ability, based on data from 338 children enrolled in 49 preschool classrooms
Reports & Papers
Relations among student attention behaviors, teacher practices, and beginning word reading skill
A study of the relationship between teacher ratings of student attention behaviors and kindergarten word reading above and beyond the contribution of vocabulary and phonological awareness, and additional analyses of the moderating role of teacher use of task orienting, behavior management techniques, and individualized instruction, based on data from 432 students from 10 different schools within the same school district in northern Florida
Reports & Papers
