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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Son, Seung-Hee [remove];
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Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes A prospective, three-year study of changes in four dimensions of parent educational involvement from prekindergarten through the end of first grade in urban public elementary schools and the relationship of the degree of change in parent involvement to children's literacy, language, and mathematics skills outcomes, based on data from 90 children and their parents |
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The nature and impact of changes in home learning environment on development of language and academic skills in preschool children A study of changes in the early home learning environment as children approach school entry, and a study of the relationship between changes in early home learning environment and the development of both language and academic skills of preschoolers, based on a secondary analysis of data collected from 1,018 children |
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Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten A study of the associations between parent-school relationships and child early reading, mathematics, language, social skills, and problem behavior outcomes based on data from 140 preschool children and their parents or primary caregivers in 13 prekindergarten classrooms in 12 elementary schools in a large urban school district in the Midwest |
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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes A study of the association of teacher qualification and observed classroom practice as they relate to children’s vocabulary and early reading skills, based on an ecological model incorporating children’s language and word recognition skills prior to school entry, their home and preschool learning environments, and family socio-economic status |
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