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			Access to the general education curriculum for preschoolers with disabilities: Children�s school success Lieber, Joan, 2008 Exceptionality, 16(1), 18-32 A study of the academic and social skill gains of 58 children with disabilities during their preschool year in classrooms using the Children�s School Success (CSS) curriculum	Reports & Papers
			Alphabet knowledge in preschool: A Rasch model analysis Drouin, Michelle, Q3 2012 Early Childhood Research Quarterly, 27(3), 543-554 An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City	Reports & Papers
			The child care arrangements of preschool-age children in immigrant families in the United States Brandon, Peter D., 2004 International Migration, 42(2), 65-87 A comparison of the use of child care arrangements among immigrant families to non-immigrant families	Reports & Papers
			Child care for working poor families: Child development and parent employment outcomes Elicker, James, 2005 West Lafayette, IN: Purdue University. Findings from a study of the types and quality of child care used by low income working families in four Indiana communities, and their relation to child development and parent employment outcomes	Reports & Papers
			Child-care history and kindergarten adjustment Bates, John E., 1994 Developmental Psychology, 30(5), 690-700 A study of the relationship between differing amounts of child care experience and the social and behavioral adjustment of kindergarteners	Reports & Papers
			Coming together for children with disabilities: State collaboration to support quality, inclusive child care Mezey, Jennifer, 2003 Washington, DC: Center for Law and Social Policy. A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs	Reports & Papers
			Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research? Scott-Little, Catherine, 2006 Early Childhood Research Quarterly, 21(2), 153-173 An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness	Reports & Papers
			Cumulative risk and continuity in nonparental care from infancy to early adolescence Colwell, Malinda J., 2001 Merrill-Palmer Quarterly, 47(2), 207-234 An examination of the impact of nonparental care experiences on children's adjustment and well-being	Reports & Papers
			Early childhood programs: Parent education and income best predict participation United States. General Accounting Office. Health, Education, and Human Services Division, 1994 (GAO/HEHS-95-47). Washington, DC: U.S. General Accounting Office. A report on the demographic factors of children that best predict preschool participation	Reports & Papers
			Early intervention: Effects of behavioral regulation on learning and emerging self-competence Ciancio, Dennis J., 2004 Unpublished doctoral dissertation, University of Notre Dame, Notre Dame, IN An investigation of the impact of an enriched literacy intervention group on Head Start preschool children's emergent literacy and perceived self-competence	Reports & Papers
			The effects of adult verbal modeling and feedback on the oral language of Head Start children Hutinger, Patricia, 1971 American Educational Research Journal, 8(4), 611-622 A study of the relationship between adult oral speech modeling and development of speech variation among Head Start children aged four through six	Reports & Papers
			The effects of full day versus half day kindergarten: Review and analysis of national and Indiana data Plucker, Jonathan A., January 09, 2004 Bloomington: Indiana University, Bloomington, Center for Evaluation & Education Policy. An inquiry into the relationship of kindergarten attendance to school performance, based on a literature review of studies comparing children�s outcomes of participation in half-day and full-day programs, and an analysis of scheduled activities of half-day and full-day kindergarten classrooms in Indiana	Reports & Papers
			The effects of professional development for early childhood educators on emergent literacy Gust, Korrine M., 2006 Unpublished doctoral dissertation, Ball State University, Muncie, IN An examination of the effects of early educator professional development sessions on preschool children's emergent literacy skills and an analysis of a new instrument (Language Arts Objective Sequence) to establish its concurrent validity with often utilized instruments	Reports & Papers
			Encounters with aggressive peers in early childhood: Frequency, age difference and correlates of risk for behavior problems Sinclair, Jamie, 1994 International Journal of Behavioral Development, 17(4), 675-696 A study of the influence of sex, age and family demographic characteristics on kindergartners participation in social activity settings and their exposure to aggressive peers.	Reports & Papers
			Essential skills for successful school readiness Conn-Powers, Michael, April 2010 Bloomington: Indiana Institute on Disability and Community, Early Childhood Center. An overview of a series of studies of kindergarten classroom routines and the skills children use in each routine, based on surveys of kindergarten teachers and observations of 13 kindergarten classrooms in Indiana	Reports & Papers
			Examining different forms of implementation and in early childhood curriculum research Odom, Samuel L., Q3 2010 Early Childhood Research Quarterly, 25(3), 314-328 A study of the relationships between structural, process, and combined measures of implementation of the Children's School Success curriculum across both sites and time, and their associations to child outcomes, in 51 preschool classes at nationally-dispersed sites over the course of one school year	Reports & Papers
			Full-day kindergarten offsets negative effects of poverty on state tests Schroeder, Janice, September 2007 European Early Childhood Education Research Journal, 15(3), 427-439 An examination of the influences of poverty and full- or half-day kindergarten attendance on the third grade English and Mathematics achievement of 4,411 Indiana children in a three-year cohort study in an urban school district	Reports & Papers
			Head Start children's entry into public school: A report on the National Head Start/Public School Early Childhood Transition Demonstration Study United States. Head Start Bureau, 2000 Washington, DC: U.S. Head Start Bureau. An overview of the impact, on children, families, schools, and communities, of 31 local demonstration programs, conducted as part of the National Head Start/Public School Early Childhood Transition Demonstration Study, in 30 states and the Navajo Nation from the 1991-92 school year through the 1997-98 school year, and implementing major initiatives related to: parent involvement; educational enhancement; family social support services; and health and nutrition	Reports & Papers
			Head Start programs: Participant characteristics, services, and funding United States. General Accounting Office. Health, Education, and Human Services Division, 1998 (GAO/HEHS-98-65). Washington, DC: U.S. General Accounting Office. A study of several factors of the Head Start program, including the number of participants, participants' characteristics, services provided, service delivery methods, federal and non-federal dollars received and spent, and other programs providing similar early childhood services	Reports & Papers
			How the instructional reading and writing program in kindergarten contributes to the reading and writing achievement of students in grade 1: A single-case study Ball, Judy, August 2010 Unpublished doctoral dissertation, Walden University, Minneapolis, MN A case study of perceptions of kindergarten and first grade teachers of the relationship between instructional reading and writing programs in kindergarten and the reading and writing achievement of students in first grade, based on interviews with 4 kindergarten teachers, 3 first grade teachers, and 1 academic support teacher, as well as observations and field notes of the author at an urban elementary school in Indiana	Reports & Papers
			Immigrants families and childcare preferences: Do immigrants' cultures influence their childcare decisions? Obeng, Cecilia Sem, February 2007 Early Childhood Education Journal, 34(4), 259-264 An interview-based examination of how African immigrant parents of preschool children select care for their children and the effects of their culture on this decision	Reports & Papers
			The impact of including writing materials in early childhood classrooms on the early literacy development of children from low-income families Clark, Patricia, 2005 Early Child Development and Care, 175(4), 285-301 A study examining how the inclusion of writing materials affects the literacy development of low income preschool children	Reports & Papers
			Infant-Toddler early learning guidelines: The content that states have addressed and implications for programs serving children with disabilities Scott-Little, Catherine, April 2009 Infants and Young Children, 22(2), 87-99 A categorical analysis of the contents of the infant and toddler early learning guidelines (ELGs) published by 21 states, and a discussion of their implications for programs serving children with disabilities	Reports & Papers
			Inside the content: The breadth and depth of early learning standards Scott-Little, Catherine, 2003 Greensboro, NC: SERVE. A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004	Reports & Papers
			National evaluation of the Even Start Family Literacy Program: 1994-1997 final report United States. Department of Education. Planning and Evaluation Service, 1998 Washington, DC: U.S. Department of Education, Planning and Evaluation Service. The second national evaluation of the Even Start Family Literacy Program, examining what has changed and what has remained stable over its first eight years, specifically addressing who and what is served by the program, federal funding methods, participant's developmental and educational gains, best practices, and the success with which the program is reaching its target population	Reports & Papers

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