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			Further development of measures of early math performance for preschoolers VanDerHeyden, Amanda M., 2006 Journal of School Psychology, 44(6), 533-553 An examination of the effectiveness of measures designed to predict preschool children's mathematical skills in later years	Reports & Papers
			Preschool children's mathematical knowledge: The effect of teacher ''math talk'' Klibanoff, Raquel S., 2006 Developmental Psychology, 42(1), 59-69 A study of the relation between the mathematical content in the teachers' verbalizations and the increase in conventional mathematical knowledge among preschoolers in urban, center-based settings	Reports & Papers
			Mathematics achievement of Spanish-speaking kindergarteners and the impact of teacher characteristics: A mediation hypothesis Jensen, Bryant, May 2006 Unpublished master's thesis, Arizona State University, Tempe. A study of the relationship of race, teacher characteristics, socioeconomic status, and language, to the early math achievement of Hispanic students, based on kindergarten data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort	Reports & Papers
			Applying principles of development to help at-risk preschoolers develop numeracy Pasnak, Robert, March 2006 The Journal of Psychology, 140(2), 155-173 An examination of the impact of playing games designed to improve young children's grasp of the oddity and insertion principles using a sample of young, ethnically diverse, Head Start preschool children	Reports & Papers
			Mathematics in early childhood: The early years maths curriculum in the UK and children's numerical development Munn, Penny, 2006 International Journal of Early Childhood, 38(1), 99-111 An examination of the recently implemented early childhood mathematics curriculum using longitudinal data and case studies of British children to determine the effects of the curriculum	Reports & Papers
			Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners: Research and development report [Executive summary] Guarino, Cassandra M., 2006 (NCES 2006-031). Washington, DC: National Center for Education Statistics. A study of the relationship among teacher characteristics, such as qualifications, instructional practices, and the achievement of kindergarten children in mathematics and reading	Executive Summary
			Estimated impacts of number of years of preschool attendance on vocabulary, literacy and math skills at kindergarten entry Barnett, W. Steven, 2006 New Brunswick, NJ: National Institute for Early Education Research. An analysis of the effects of years of preschool attendance on vocabulary, literacy, and math skills at kindergarten entrance based on direct child assessments	Reports & Papers
			Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners: Research and development report Guarino, Cassandra M., 2006 (NCES 2006-031). Washington, DC: National Center for Education Statistics. A study of the relationship among teacher characteristics, such as qualifications, instructional practices, and the achievement of kindergarten children in mathematics and reading	Reports & Papers
			Does preschool enrichment of precursors to arithmetic influence intuitive knowledge of number in low income children? Pagani, Linda, October 2006 Early Childhood Education Journal, 34(2), 133-146 An evaluation of the effectiveness of two different early mathematic enrichment programs on low income preschool children's intuitive knowledge of numbers	Reports & Papers
			The early reading and mathematics achievement of children who repeated kindergarten or who began school a year late Malone, Lizabeth M., 2006 (NCES 2006-064). Washington, DC: National Center for Education Statistics. An analysis of the first grade math and reading achievement of children who were retained in kindergarten or whose kindergarten entry was delayed, based on data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K), a nationally representative longitudinal study of the educational experiences of children who were in kindergarten in 1998	Reports & Papers
			Patterns of Hispanic students� math and English literacy test scores in the early elementary grades: A report to the National Task Force on Early Childhood Education for Hispanics Reardon, Sean F., October 2006 Tempe, AZ: National Task Force on Early Childhood Education for Hispanics. A description of patterns of math and English reading skills in a cohort of Hispanic elementary-school students, followed from kindergarten until fifth grade (1998-2004), broken down by national/regional origin, immigrant generation, socioeconomic status, home language use, and English proficiency, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort	Reports & Papers
			Patterns of Hispanic students� math and English literacy test scores in the early elementary grades: A report to the National Task Force on Early Childhood Education for Hispanics [Executive summary] Reardon, Sean F., October 2006 Tempe, AZ: National Task Force on Early Childhood Education for Hispanics. A summary of a description of patterns of math and English reading skills in a cohort of Hispanic elementary-school students, followed from kindergarten until fifth grade (1998-2004), broken down by national/regional origin, immigrant generation, socioeconomic status, home language use, and English proficiency, based on data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort	Executive Summary
			Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school Aunola, Kaisa, March 2006 British Journal of Educational Psychology, 76(1), 21-40 An examination of the relationship among Finnish preschool children's mathematics skills, task motivation, teachers' goals and the children's future mathematics skills during the transition to primary school	Reports & Papers
			Out-of-school-time programs: A meta-analysis of effects for at-risk students Lauer, Patricia A., Summer 2006 Review of Educational Research, 76(2), 275-313 A synthesis of research on the effects of after-school programs on the reading and mathematics achievement of at-risk students	Literature Review
			Two-way and monolingual immersion in preschool education: An experimental comparison Barnett, W. Steven, 2006 New Brunswick, NJ: National Institute for Early Education Research. An experimental study comparing the numeracy, language and literacy proficiency impacts of dual language and monolingual English immersion preschool programs on children	Reports & Papers
			Afterschool programs: At the STEM of learning Afterschool Alliance, September 2006 (Afterschool Alert Issue Brief No. 26). Washington, DC: Afterschool Alliance. An overview and descriptions of afterschool programs oriented towards science, technology, engineering, and mathematics (STEM) learning	Fact Sheets & Briefs
			The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school McClelland, Megan, Q4 2006 Early Childhood Research Quarterly, 21(4), 471-490 An analysis of the relationship between learning-related skills attained through kindergarten and initial levels and growth in reading and math skills between kindergarten and sixth grade	Reports & Papers
			Is more better?: The effects of full-day vs. half-day preschool on early school achievement [Executive summary] Robin, Kenneth B., 2006 New Brunswick, NJ: National Institute for Early Education Research. A summary of a longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment	Executive Summary
			Is more better?: The effects of full-day vs. half-day preschool on early school achievement Robin, Kenneth B., 2006 New Brunswick, NJ: National Institute for Early Education Research. A longitudinal random assignment study comparing the effects of half- and full-day preschool program participation on vocabulary and math skills of preschool children through first grade, based on direct child assessment	Reports & Papers
			Effective preschool curricula and teaching strategies [Executive summary] Klein, Lisa G., September 2006 (Pathways to Early School Success Issue Brief No. 2). New York: Columbia University, National Center for Children in Poverty. Summary of an exploration of the role of intentional curriculum and professional development in increasing low-income children's achievement in early literacy and early math, with recommendations for researchers, policymakers, administrators, teachers, families, and community leaders	Executive Summary
			Full-day versus half-day kindergarten: In which program do children learn more? Lee, Valerie E., 2006 American Journal of Education, 112(2), 163-208 A study of the impact of full-day versus half-day kindergartens on children's reading and math outcomes, based on data from the Early Childhood Longitudinal Study, Kindergarten Cohort	Reports & Papers
			Instructional focus in first grade Lanahan, Lawrence, 2006 (NCES 2006-056). Washington, DC: National Center for Education Statistics. An analysis of the frequency and duration of instruction in reading, math, and science in the first grade, based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)	Fact Sheets & Briefs
			School readiness, full-day kindergarten, and student achievement: An empirical investigation [Executive summary] Le, Vi-Nhuan, 2006 Santa Monica, CA: Rand Corporation. A summary of an analysis of the relationship between school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade, and of the role of kindergarten program factors in the development of nonacademic school readiness skills, with an emphasis on full-day programs	Executive Summary
			Effective preschool curricula and teaching strategies Klein, Lisa G., September, 2006 (Pathways to Early School Success Issue Brief No. 2). New York: Columbia University, National Center for Children in Poverty. An exploration of the role of intentional curriculum and professional development in increasing low-income children's achievement in early literacy and early math, with recommendations for researchers, policymakers, administrators, teachers, families, and community leaders	Other
			School readiness, full-day kindergarten, and student achievement: An empirical investigation Le, Vi-Nhuan, 2006 Santa Monica, CA: Rand Corporation. An analysis of the relationship between school readiness skills at kindergarten entry and reading and mathematics achievement through the fifth grade, and of the role of kindergarten program factors in the development of nonacademic school readiness skills, with an emphasis on full-day programs	Reports & Papers

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