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			Age 21 cost-benefit analysis of the Title I Chicago child-parent centers Reynolds, Arthur J., 2002 (Discussion Paper No. 1245-02). University of Wisconsin--Madison, Institute for Research on Poverty. A cost benefit analysis of the federally funded Chicago Child-Parent Center program using data from the Chicago Longitudinal Study from a cohort of children born in 1980.	Reports & Papers
			Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers Reynolds, Arthur J., 2002 Educational Evaluation & Policy Analysis, 24(4), 267-303 A cost benefit analysis of the federally funded Chicago Child-Parent Center program using data from the Chicago Longitudinal Study from a cohort of children born in 1980	Reports & Papers
			Alterable predictors of child well-being in the Chicago Longitudinal Study Reynolds, Arthur J., 2004 Children and Youth Services Review, 26(1), 1-14 An overview of the major findings from the Chicago Longitudinal Study, including summaries of child well-being indicators and estimated effects of participation in preschool programs	Reports & Papers
			Between the Lions: Mississippi Literacy Initiative Prince, Debra L., July 15, 2002 Mississippi State: Mississippi State University, The Early Childhood Institute. An investigation of the effect of an early literacy program based on the �Between the Lions� television series on the reading skills of children from low-income communities (including Native American communities) in Mississippi	Reports & Papers
			Building an integrated model of early reading acquisition Konold, Timothy R., 1999 (CIERA Report No. 1-003). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. A study investigating children�s profiles on four constructs fundamental to areas of childrens� early literacy acquisition: auditory processing, crystallized ability, processing speed, and short-term memory in order to describe an integrated model of early reading acquisition	Reports & Papers
			Child care quality and children's engagement Raspa, Melissa J., 2001 Early Education and Development, 12(2), 209-224 An examination of the relationship between child care quality and children�s engagement behavior in 40 classrooms dispersed in 17 child care centers in North Carolina	Reports & Papers
			The children of the Cost, Quality, and Outcomes Study go to school Peisner-Feinberg, Ellen S., 1999 Chapel Hill, NC: Frank Porter Graham Child Development Center. The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development.	Reports & Papers
			Children's comprehension of narrative picture books Paris, Alison H., 2001 (CIERA Report No. 3-012). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. An inquiry into children�s comprehension of wordless picture books, based on a sample of 158 students in kindergarten to second grade, assessed using the Narrative Comprehension of Picture Books task (NC task), and a study on the usefulness of the NC task on various groups of children, based on a subsample of 92 children	Reports & Papers
			The Classroom Assessment Scoring System: Findings from the prekindergarten year La Paro, Karen M., 2004 Elementary School Journal, 104(5), 409-426 An observational study evaluating the reliability and validity of the Classroom Assessment Scoring System (CLASS), an instrument designed to evaluate prekindergarten classroom quality focusing on emotional and instructional classroom elements	Reports & Papers
			Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children Miles, Sarah B., 2006 Child Development, 77(1), 103-117 A longitudinal study following low-income children from kindergarten through fifth grade to explore the relation between aggression and prosocial behavior and literacy achievement	Reports & Papers
			The contexts of comprehension: Information book read alouds and comprehension acquisition Smolkin, Laura B., 2000 (CIERA Report No. 2-009). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. An investigation of whether information text read aloud books compared to traditional read aloud story book reading transactions prompt different types of participant interactions	Reports & Papers
			The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms Rimm-Kaufman, Sara E., 2005 Elementary School Journal, 105(4), 377-394 An observational study that used participants from the National Institute for Child Health and Human Development Study of Early Child Care to examine the relation between kindergarten classroom processes and children's behavior	Reports & Papers
			Decodable texts for beginning reading instruction: The year 2000 basals Hoffman, James V., 2002 (CIERA Report No. 1-016). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. A 2000 study of the nature and effect of changes in the texts used for beginning reading instruction in Texas	Reports & Papers
			Defining and assessing quality in early intervention programs for infants and toddlers with disabilities and their families: Challenges and unresolved issues Aytch, Lynette S., 1999 Early Education and Development, 10(1), 7-23 A discussion of the use of methods to determine program quality of intervention services for children with disabilities and their families	Reports & Papers
			Depressive symptoms in young adults: The influences of the early home environment and early educational child care McLaughlin, Andrea E., May/June 2007 Child Development, 78(3), 746-756 An examination of the relationship among depressive symptoms in young adults, quality of early home environment and early educational child care using adults from the age-21 longitudinal follow up of participants in the Abecedarian study	Reports & Papers
			The development of perceived scholastic competence and global self-worth in African American adolescents from low-income families: The roles of family factors, early educational interaction, and academic experience Campbell, Frances A., 2002 Journal of Adolescent Research, 17(3), 277-302 An analysis of the relationship between early childhood factors and the development of early and mid-adolescent self-esteem among African American youths from low-income families	Reports & Papers
			Dual language and literacy development of Spanish-speaking preschool children Paez, Mariela M., March-April 2007 Journal of Applied Developmental Psychology, 28(2), 85-102 An examination of bilingual preschool children's oral language and emergent literacy skills as compared with the skills of a sample of monolingual, Spanish-speaking preschool children in Puerto Rico	Reports & Papers
			Early childhood education: Young adult outcomes from the Abecedarian Project Campbell, Frances A., 2002 Applied Developmental Science, 6(1), 42-57 An article presenting the effects at age 21 of the Abecedarian Project, an early intervention for at-risk children, on cognitive, educational, and social outcomes	Reports & Papers
			Early childhood reform in seven communities: Front-line practice, agency management and public policy United States. Office of Educational Research and Improvement, 1996 (ORAD 96-1320). Washington, DC: U.S. Office of Educational Research and Improvement. An exploration of reforms to early childhood education and care, with a focus on the characteristics of successful reforms	Reports & Papers
			Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample Pungello, Elizabeth Puhn, January/February 2010 Child Development, 81(1), 410-426 An examination effects of the Abecedarian study and the CARE study, two randomized trials of early intervention, on young adult outcomes and an examination of the possible mediators of early cumulative risk and the early home environment in a sample of 139 young adults at age 21, from high-risk families enrolled as infants	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
			Early literacy instruction and learning in kindergarten: Evidence from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 Xue, Yange, 2004 American Educational Research Journal, 41(1), 191-229 An investigation using nationally representative data from the ECLS-K to examine the impact of early literacy instruction on young children's reading skills in kindergarten	Reports & Papers
			Early Start: A literacy-rich prekindergarten program for children academically at risk McCormick, Christine E., 1992 Journal of Early Intervention, 16(1), 79-86 A description Early Start, a center-based prekindergarten literacy program for at-risk children in Illinois, and an assessment of the impact on its participants	Reports & Papers
			Educational success in high-risk settings: Contributions of the Chicago Longitudinal Study Reynolds, Arthur J., 1999 Journal of School Psychology, 37(4), 345-354 Findings from four studies on the educational outcomes of high-risk children, using information from the Chicago Longitudinal Study	Reports & Papers
			Education for four-year-olds: State initiatives Gallagher, James J., 2001 (Technical Report No. 2). Chapel Hill, NC: National Center for Early Development and Learning. A categorical study of the facilitating factors and barriers to the establishment of state-funded prekindergarten programs in five states	Reports & Papers

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