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			Benefits of a comprehensive technology system in an early childhood setting: Results of a three-year study Hutinger, Patricia, 2000 Macomb: Western Illinois University, Center for Best Practices in Early Childhood. An study of the effects of a comprehensive system of technology integration and services for children with disabilities on student engagement, fine motor skills, visual motor skills, emergent literacy, and communication and social skills	Reports & Papers
			Caregiver perception and child-caregiver interactions in a newly inclusive infant child care center Recchia, Susan L., 1998 Early Childhood Education Journal, 26(2), 111-116 A study of child care provider�s perceptions about and behavior toward developmentally disabled infants and toddlers in an inclusive child care setting	Reports & Papers
			The challenges of change: Learning from the child care and early education experiences of immigrant families Matthews, Hannah, May 2007 Washington, DC: Center for Law and Social Policy. A study of the child care and early education participation of children of immigrants and barriers to accessing child care and early education services for immigrant families, based on interviews with local leaders, policymakers, child care and early education service providers, and immigrant parents conducted during community site visits	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
			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
			A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms Holahan, Annette, 2000 Topics in Early Childhood Special Education, 20(4), 224-235 An investigation of the effects of inclusive and self-contained preschool education on young children's developmental outcomes, examining the effects of school day length and type of program on socioemotional development	Reports & Papers
			Concurrent and predictive validity of the Phelps Kindergarten Readiness Scale-II Duncan, Jennifer, 2005 Psychology in the Schools, 42(4), 355-359 A study of the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS-II) in a sample of 74 kindergarten students as a screening tool for possible learning difficulties	Reports & Papers
			Early intervention: The moderating role of the home environment Bradley, Robert H., 2001 Applied Developmental Science, 5(1), 2-8 An examination of the effect of young children's home environments on the impact of the Infant Health and Development Program, an early intervention program designed for at risk children from low income families	Reports & Papers
			Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Burchinal, Margaret, Q2 2012 Early Childhood Research Quarterly, 27(2), 188-197 An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states	Reports & Papers
			Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings Downer, Jason T., Q1 2012 Early Childhood Research Quarterly, 27(1), 21-32 A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states	Reports & Papers
			Spanish-speaking children's social and language development in pre-kindergarten classrooms Chang, Florence, 2007 Early Education and Development, 18(2), 243-269 A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs	Reports & Papers
			State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA Shackelford, Jo, 2005 (NECTAC Notes Issue No. 18). Chapel Hill, NC: National Early Childhood Technical Assistance Center. A discussion of how the 50 states and 6 jurisdictions that participate in the Part C program of IDEA define developmental delays and, as applicable, at risk in their definition of eligibility for services	Reports & Papers
			Transportation of preschool children with disabilities New York (State). Division of Management Audit and State Financial Services, 1999 Albany: New York, Division of Management Audit and State Financial Services. A 1999 report by the New York State Education Department regarding the transportation costs and practices of the state's Preschool Handicapped Education Program	Reports & Papers

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