Related Resource of 633
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Select Citation
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Result | Resource Type |
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Woodcock-Johnson Psycho-Educational Battery |
Instruments |
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Educational effects of the Tools of the Mind curriculum: A randomized trial An evaluation of the impact of the Tools of the Mind curriculum on the cognitive, self-regulation, and language skills of preschoolers at a public preschool in a low-income neighborhood |
Reports & Papers |
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Antecedents and correlates of the popular-aggressive phenomenon in elementary school A study of the relationship between popular-aggressive behavior in grades 3 through 6 and cognitive functioning, maternal sensitivity, and participation in child care through age 4.5 from a secondary analysis of data from 1022 children |
Reports & Papers |
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Head Start and urban children's school readiness: A birth cohort study in 18 cities A longitudinal investigation of the links between Head Start participation and the cognitive and social competencies associated with children's school readiness, based on a subsample of 2,803 children from eighteen cities who participated in the Fragile Families and Child Wellbeing Study |
Reports & Papers |
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Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences A study of the association between academic and cognitive development of first graders and the quantity and quality of child care, home learning environment, family demographics, and maternal characteristics of a sample of 832 children from 9 states |
Reports & Papers |
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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
Major Research Projects |
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NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2008 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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Trajectories of maternal depressive symptoms, maternal sensitivity, and children’s functioning at school entry A study of the effects of maternal sensitivity and depressive symptoms on child cognitive and social outcomes in a sample of over 1,000 children from 10 U.S. cities |
Reports & Papers |
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Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development A report of findings on the effect sizes for exclusive maternal care and, for children in child care, for type, quality, and quantity of care, based on data from the National Institute of Child Health and Human Development's (NICHD) Study of Early Child Care and Youth Development |
Reports & Papers |
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North Carolina’s kindergartners & schools technical report: Addendum to the April 2001 summary report Findings from a study of children and schools in North Carolina to determine statewide school readiness |
Reports & Papers |
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Predicting school readiness for low-income children with disability risks identified early A study of differences in school readiness skills for children with and without disability indicators, and a second study of differences in school readiness skills for children who did and did not receive Part B services, based on a secondary analysis of data of 2,183 child participants |
Reports & Papers |
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A longitudinal study of the effects of family participation in the New Hope intervention on the social, academic, and behavioral development of children eight years after participation A longitudinal study of the effects of family participation in the New Hope employment-based poverty intervention on the social, academic, and behavioral development of several hundred children eight years after participation |
Reports & Papers |
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Smart Start and preschool child care quality in NC: Change over time and relation to children's readiness An observational study of the Smart Start preschool program at 110 early education centers between 1994 and 1999 in North Carolina |
Reports & Papers |
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Are there long-term effects of early child care? An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
Reports & Papers |
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Multilingualism, mathematics achievement and instructional language policy A multi-state study of the relationship between mathematical skills and teacher-rated attention ability of bilingual children and a study of the relationships between achievement patterns and English immersion policies at the state level as well as children's language background |
Reports & Papers |
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Third national Even Start evaluation: Program impacts and implications for improvement Findings from the third national evaluation of the federal Even Start family literacy program, including a description of the program and its participants, and a discussion of program impacts based on data from an experimental study of Even Start's effectiveness in 18 projects |
Reports & Papers |
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Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial A random assignment experimental evaluation of the effects of Tools of the Mind, a Vygotskian-based curriculum, on the cognitive, linguistic, and socioemotional development of preschool children based on direct assessment and classroom observation |
Reports & Papers |
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties |
Reports & Papers |
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Teacher-child relationships and children's success in the first years of school An examination of teacher-child relationships in preschool, kindergarten, and first grade, investigating the association between the relationships and children's socioemotional development and academic achievements in school |
Reports & Papers |
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The rates, effects, and mechanisms of stability in nonmaternal child care arrangements during the preschool and transition to school age period An investigation into the prevalence of unstable child care arrangements, and the effect of child care instability and attachment relationships on school readiness and adjustment behavior, among poor and non-poor 3 to 6 year olds, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) |
Reports & Papers |
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Role of resilient personality on lower achieving first grade students' current and future achievement A longitudinal study of the effect of personality resilience on the academic achievement of lower achieving first grade children, taking into account children's externalizing behaviors, cognitive ability, and family adversity, in a sample of 445 children from three school districts in Texas |
Reports & Papers |
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NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1995 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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Long-term effects of Head Start on academic and school outcomes of children in persistent poverty: Girls vs. boys A comparison of reading and math achievement and rates of school suspension, expulsion, or grade repetitions between boys and girls ages 7 through 17, who had participated in either Head Start or private preschool, based on a secondary analysis of data collected from 599 chronically poor participants in a national longitudinal survey |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES) A series of nationally representative longitudinal cohort studies of the experiences of Head Start children and families |
Major Research Projects |
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Social risk and protective child, parenting, and child care factors in early elementary school years A longitudinal study of African American children followed from birth to third grade to investigate the effects of protective factors, including quality of home and child care environments, on their academic achievements, social competencies, and school readiness |
Reports & Papers |
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Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade A study of the relationship between duration and developmental timing of poverty and children’s development from birth to age 9, using comparisons of children from families who were never poor, poor only during their children’s infancy, poor only after their children's infancy, or chronically poor |
Reports & Papers |
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The role of grandmothers in the lives of preschoolers growing up in urban poverty An examination of the impact of grandmothers' residential status and child care responsibilities on low income preschool children's cognitive development and academic achievement using data from the Welfare, Children, and Families: A Three-City Study |
Reports & Papers |
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Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care A study determining the effects of family factors, child care types, and child care hours on children's functioning, utilizing data from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC) |
Reports & Papers |
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Head Start children: School mobility and achievement in the early grades An inquiry into the associations between changing schools and parental perceptions of social mobility, and second grade academic achievement, based on a sample of 90 children who attended Head Start programs and transitioned into public schools |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES), 2006 Cohort The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). |
Data Sets |
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Testing associations between young children's relationships with mothers and teachers A longitudinal examination of the impact of maternal attachment and early teacher-child relationships on teacher-child relationships in later academic years using data from the National Institute of Child Health and Human Development Study of Early Child Care |
Reports & Papers |
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Children's early child care and their mothers' later involvement with schools A study of the relationship between quality and type of early child care children attend and their mother's involvement at their children's elementary schools, with an examination of the influence of children's social skills, academic skills, and home environments on that relationship, based on data from 1,353 children, 1 month through 6 years old, from the NICHD Study of Early Child Care and Youth Development |
Reports & Papers |
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The short-term effect of grade retention on peer relations and academic performance of at-risk first graders A longitudinal study of the effects of grade retention on children's academic competencies and peer acceptance, using a sample of 350 ethnically diverse and academically at-risk first graders in Texas |
Reports & Papers |
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Growing readers: A hierarchical linear model of children's reading growth during the first two years of school A study using data from the first four waves of the Early Childhood Longitudinal Study, Kindergarten Cohort to provide a hierarchical linear model of young children's literacy development over the first two years of school |
Reports & Papers |
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Results at age 8 years of early intervention for low-birth-weight premature infants: The Infant Health and Development Program An article presenting the follow up results at age eight of the Infant Health and Development Program, a randomized clinical trial of comprehensive services for premature infants. |
Reports & Papers |
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The effect of increases in welfare mothers' education on their young children's academic and behavioral outcomes: Evidence from the National Evaluation of Welfare-to-Work Strategies Child Outcomes Study A study examining the academic and behavioral outcomes of young children from the increase of maternal education precipitated by welfare-to-work programs, using data from the NEWWS-COS |
Reports & Papers |
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Family socioeconomic status and consistent environmental stimulation in early childhood A study of the relationship between both math and reading achievement and growth and both family socioeconomic status and environmental stimulation at home, in preschool, in child care, and in 1st-grade classrooms, from a secondary analysis of data on 1,364 children |
Reports & Papers |
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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care A follow-up investigation into the effects of the quality, quantity, and type of child care on children’s development through primary school, using longitudinal data collected on child care settings and children's cognitive and social functioning |
Reports & Papers |
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Father involvement program effects on fathers, father figures, and their Head Start children: A quasi-experimental study An evaluation of the effects of participation in an early intervention program designed to increase the rate of father participation in their young children's Head Start programs |
Reports & Papers |
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Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development [Abridged] An abridged reprint of a study exploring whether process measures of child care quality mediate the relationship between structural features of child care quality and child outcomes, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
Reports & Papers |
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NICHD Study of Early Child Care and Youth Development: Phase II, 1996-1999 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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Pathways to reading: The role of oral language in the transition to reading A study of the relationship between preschool oral language skills and reading performance in early elementary school, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
Reports & Papers |
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Woodcock-Johnson III A second revision of the original set of tests intended to measure cognitive abilities, oral language, and academic achievement in individuals 2 to 90 years or older |
Instruments |
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Head Start children's conceptions of and expectations for their future schooling An examination of the effects of young Head Start children participation in a Transition Demonstration on their ideas of and expectations for their future schooling |
Reports & Papers |
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Head Start parents' beliefs about their children's abilities, task values, and performances on different activities A study of 124 parents' beliefs and future prospects about former Head Start children's abilities and values during the kindergarten year |
Reports & Papers |
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Third national Even Start evaluation: Follow-up findings from the experimental design study A randomized controlled impact analysis of follow-up data collected from families that participated in the Experimental Design Study portion of the third national Even Start evaluation |
Reports & Papers |
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Risk assessment of Head Start children with the Brigance K&1 Screen: Differential performance by sex, age, and predictive accuracy for early school achievement and special education placement An examination of gender and age differences in terms of young Head Start children's performances on the Brigance K&1 Screen |
Reports & Papers |
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Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development An examination of the relationships between externalizing behavior, impulsivity, risk taking, and academic achievement at age 15 and quality of care, nonrelative child care type, care hours, and center care participation at 4 ½ years, as well as achievement and externalizing behavior at 4 ½ years and grades 1, 3, and 5, from a secondary analysis of data on 1,364 families |
Reports & Papers |
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A longitudinal investigation of preschoolers' Head Start experience and subsequent school readiness A longitudinal study of differences in Texan Head Start programs, specifically examining the effects of one year attendance as compared with the effects of two year attendance on preschool children's school readiness |
Reports & Papers |
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Does quality of child care affect child outcomes at age 4 1/2? A study exploring the causal nature of relations between child care quality and children's development, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
Reports & Papers |
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Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention An examination of emergent literacy skills, early literacy instruction, and individual differences in reading-related cognitive abilities as determinants of early reading achievement |
Reports & Papers |
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National Evaluation of Welfare-to-Work Strategies A controlled random assignment longitudinal study of the effectiveness of welfare-to-work programs collecting data on child care and child well-being. |
Data Sets |
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Head Start children with a putative diagnosis of ADHD: A four-year follow-up of special education placement A comparison of Head Start children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) with Head Start children without the disorder, by analyzing special education placements, psycho-educational test results, and related measures from kindergarten into the third grade |
Reports & Papers |
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Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity A study of the influence of poverty, minority ethnic background, gender, and parental authoritarian beliefs on the relationship between child care quality and children’s developmental outcomes |
Reports & Papers |
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Teaching and tracking emergent literacy in Head Start An examination of the impact of an early intervention literacy curriculum on Head Start children's emergent literacy skills |
Reports & Papers |
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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
Major Research Projects |
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Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program Findings from a follow-up study on the persistence of cognitive, achievement and behavioral benefits from early childhood program participation in children at 18-years-old who were born with low birth weight and participated in the Infant Health and Development Program (IHDP) |
Reports & Papers |
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Family reading behavior and early literacy skills in preschool children from low-income backgrounds A study of the relationship between family reading behavior and child literacy skills in a sample of 233 low-income preschoolers attending Head Start, and an examination of the role of demographic variables in predicting early literacy skills |
Reports & Papers |
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Child care and low-income children's development: Direct and moderated effects A study determining the effect of child care quality on low-income children's cognitive and social development, utilizing data from the Welfare, Children, and Families: A Three-City Study |
Reports & Papers |
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Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills Measures of both educator outreach to families and family involvement in both Head Start and their children's early education, and a study of these measures' relationships to reading, cognitive, and social outcomes of children, based on data from 3,100 children and families enrolled in the Head Start, 286 of their classroom teachers, and 222 center directors |
Reports & Papers |
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Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics. |
Reports & Papers |
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Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade An investigation of the extent to which child, family, and Head Start classroom factors are related to children's literacy and mathematics skills from kindergarten entrance through first grade, based on a secondary analysis of data on 945 children and families from the Family and Child Experiences Survey |
Reports & Papers |
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How home enrichment mediates the relationship between maternal education and children's achievement in reading and math An examination of the mediating role of the home environment at age 4 on the association between maternal education and academic achievement in reading and math at age 7 based on a secondary analysis of longitudinal data from 1,093 children |
Reports & Papers |
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The school readiness of the children of immigrants in the United States: The role of families, childcare and neighborhoods A study of differences in cognitive development between preschool-age children of immigrants and of native-born parents, and an examination of the family, child care, and neighborhood factors that account for the differences, based on data from the longitudinal Fragile Families and Child Wellbeing Study |
Reports & Papers |
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A contextual approach to the prediction of readiness in an at-risk preschool population A study of the factors that influence school readiness for at risk preschool children |
Reports & Papers |
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Some theoretical and methodological considerations in studying literacy in social context A discussion of theoretical models of social influences on literacy, drawn from sociology and ethology, the study of animal behavior from an evolutionary perspective |
Other |
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Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample An investigation of complex models of the relations among family income, parenting skills, and school readiness examing variations in testing equivalence for Hispanic, white, and black preschool children using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) |
Reports & Papers |
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Future directions for family literacy A discussion of the current state and future directions of family literacy programs in the United States. |
Other |
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Two-way and monolingual immersion in preschool education: An experimental comparison An experimental study comparing the numeracy, language and literacy proficiency impacts of dual language and monolingual English immersion preschool programs on children |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES), 2003 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets |
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Father book reading behaviors and pre-kindergarten emergent literacy A longitudinal study assessing Head Start fathers' book reading behaviors and their impact on preschool children's early literacy skills |
Reports & Papers |
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Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children 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 |
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Effects of a Head Start to elementary school transition service program on children's behavioral and cognitive outcomes: Direct, mediated, and moderated pathways A study using longitudinal data of a sample of Head Start children to investigate the impact of a transition service program on children's behavioral and cognitive developmental outcomes in third grade |
Reports & Papers |
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Pathways to mathematics: Longitudinal predictors of performance A study of the relationships among cognitive skills, early numeracy skills, and mathematical outcomes, based on data from 182 preschool children in followed over 3 years in seven schools in Ottawa, Peterborough, and Winnipeg, Canada |
Reports & Papers |
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Children at risk: Effects of a four-year Head Start transition program on special education identification A study of special need identification rates for former Head Start children by the third grade, comparing the difference in identification rates for children with and without a systematic Head Start transition experience, using the National Head Start Early Childhood Transition Study |
Reports & Papers |
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Does class size in first grade relate to children's academic and social performance or observed classroom processes? An assessment of the amount that first grade class size predicted child outcomes and observed classroom processes using data from the National Institute of Child Health and Human Development Study of Early Child Care |
Reports & Papers |
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Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care An examination of connections among child care experiences, family characteristics, and early childhood developmental outcomes, based on a study of 1100 children followed from birth to age 7 |
Reports & Papers |
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Does teacher educational training help the early math skills of English language learners in Head Start? A study of the relationship between the early math skills of immigrant preschoolers and teacher educational levels, certification, and professional training, based on data from a nationally representative dataset |
Reports & Papers |
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NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
Data Sets |
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The effects of developmentally appropriate practices on academic outcomes among former Head Start students and classmates, grades 1-3 An examination of the impact of developmentally appropriate practices on former Head Start students' language development and academic achievements in grades one through three |
Reports & Papers |
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Examining the black-white achievement gap among low-income children using the NICHD Study of Early Child Care and Youth Development An examination of family, neighborhood, and school characteristic predictors of the Black-White achievement gap in children's reading and mathematics school performance from 4½ years of age through fifth grade, based on a secondary analysis of a sample of 314 lower income Black and White American youth followed from birth |
Reports & Papers |
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Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development A study exploring whether process measures of child care quality mediate the relationship between structural features of child care quality and child outcomes, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
Reports & Papers |
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First-year maternal employment and child development in the first 7 years A study of the relationships between the hours worked by mothers in the first year of their children's lives and the socioemotional and cognitive development of their children at age 3, age 4.5, and in first grade, and a study of differences in these relationships in samples of white and African American children, based on a secondary analysis of data collected from over 1,000 families from 10 areas throughout the United States |
Reports & Papers |
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Productive activity and the prevention of behavior problems An examination of the relationship between children's level of productive activity within home and school environments and their ability to self regulate, using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC) |
Reports & Papers |
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Early feelings about school and later academic outcomes of children with special needs living in poverty A longitudinal study of 103 poor kindergarten and first grade children with special needs, and the relationship between their reported feelings about school and their academic achievement at the end of fifth grade |
Reports & Papers |
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Conventional and piecewise growth modeling techniques: Applications and implications for investigating Head Start children's early literacy learning An overview of the mechanics of conventional and piecewise growth models, an examination of predictors of children's early literacy learning during the transition from preschool through first grade using these techniques, and a comparison of model findings, based on data from a longitudinal study of 945 Head Start children followed through first grade |
Reports & Papers |
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Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life An investigation of the impact of mother-child book reading on low income young children's cognitive and language development as well as an examination of book reading in relation to the Early Head Start intervention using data from the Early Head Start Research and Evaluation Project |
Reports & Papers |
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Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement A study using data from the NICHD Study of Early Child Care to examine the relation between young children's school readiness and variables including social skill, parent interactions, problem behavior, cognitive processes, and self regulation |
Reports & Papers |
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Child health and academic achievement among former Head Start children A longitudinal analysis of the impact of general and mental health status on the academic achievement scores of former Head Start students in kindergarten and third grade |
Reports & Papers |
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Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement An examination of the impact of the structure of peers’ perceptions of classmates’ academic abilities on children’s social acceptance, self-perceived cognitive competence, and teacher-rated classroom engagement, based on evaluations of 291 first grade students |
Reports & Papers |
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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 |
Reports & Papers |
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Does higher quality early child care promote low-income children's math and reading achievement in middle childhood? A longitudinal investigation of the role of attendance in high quality child care as a moderating factor between family economic status and children's academic success in elementary school, based on a sample of 1,364 children followed from birth to age 11 |
Reports & Papers |
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Los Angeles County children's literacy experiences, emotional well-being and skills acquisition: Results from the Los Angeles Family and Neighborhood Survey A technical report examining preschool children's school readiness through children's home environment, behavior problems, and skill acquisitions, examining how these indicators vary by neighborhood and family characteristics |
Reports & Papers |
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Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities An inquiry into the identification of emotional disturbances (ED) in children entering the third grade, based on a study of 4,136 children in 30 sites who had participated in a Head Start program |
Reports & Papers |
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Is more better?: The effects of full-day vs. half-day preschool on early school achievement 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 |
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Comparison of phonological training procedures in kindergarten classrooms A comparison of the effects of two phonological training procedures--segmenting and blending versus first sound identification and rhyming--on the literacy skills of kindergarten children with poor literacy skills |
Reports & Papers |
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How special education preschool graduates finish: Status at 19 years of age An examination of special education preschool graduates at age 19, investigating their academic achievements and special education status at this point as well as how closely preschool factors (referral categories, preschool abilities, type of preschool curriculum) predicts academic achievements and special education status |
Reports & Papers |
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The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade An examination of the relationship between quality preschool and cognitive and socioemotional development in community child-care centers, adjusting for family selection factors from a longitudinal study of 733 children ages 4 to 8 years old |
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Head Start FACES 2000: A whole-child perspective on program performance A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES) |
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Poverty, early childhood education and academic competence: The Abecedarian experiment An examination of the effectiveness of early childhood interventions in improving the intellectual competence and academic achievement of low-income children, based on a sample of 111 children from 109 families who participated in the Carolina Abecedarian Project |
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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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Patchworks and developmental sequences of child care: The impacts of multiple child care arrangements on child development Investigations of the family characteristics and child developmental outcomes associated with the use of multiple and concurrent child care arrangements, and a study of the school readiness of children who receive home- or center-based care, or who transition from home-based to center-based care |
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Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care A study of the relationships between types of nonmaternal care and children’s social and emotional adjustment, cognitive and linguistic development, and physical growth and health |
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The Home Observation for Measurement of the Environment (HOME) in middle childhood: A study of three large-scale data sets A description of the development of conceptually sound subscales for the Home Observation for Measurement of the Environment Middle Childhood (MC) HOME inventory using data from three large scale studies with information available on children aged six to nine |
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Early childhood education: Young adult outcomes from the Abecedarian Project 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 |
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Who care's for Nevada's children?: A profile of the demographic, economic, and quality aspects of child care in Nevada: Key findings from the Nevada Child Care Workforce Study A study in Nevada of child care quality and child outcomes, parent attitudes towards child care, and the child care workforce, including education, qualifications, wages, benefits, and turnover, based on classroom observations, child assessments, and surveys of parents and family child care providers, informal child care providers, and child care center directors |
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Early language and the development of children's reading skills A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade |
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Do children's attention processes mediate the link between family predictors and school readiness A study of the mediating role of child's attention processes in the relation between family environment and school readiness |
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Panel Study of Income Dynamics, Child Development Supplement, 1997 A supplement to a longitudinal survey started in 1968 with information on topics such as school progress, academic achievement and cognitive ability, social well-being, emotional well-being, and health. |
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The relation between Head Start parents' participation in a transition demonstration, education, efficacy, and their children's academic abilities An examination of the relations among parent participation in a Transition Demonstration, parent education level, self-efficacy, and young children's academic achievements |
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The interaction of early maternal responsiveness and children’s cognitive abilities on later decoding and reading comprehension skills A longitudinal study of the associations between responsive parenting in early childhood, children’s cognitive abilities in preschool, and reading comprehension at age 8, based a sample of 238 low-income children including a subsample with very low birth weight (VLBW) |
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Effects of a family literacy program on low-literate children and their parents: Findings from an evaluation of the Even Start family literacy program An analysis of findings from a U.S. Department of Education evaluation of the Even Start program |
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Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school A longitudinal study examining the influence of early experiences at home, school, and child care on the development of attention, memory, and planning in first graders, using data from the NICHD Study of Early Child Care and Youth Development |
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Understanding school readiness abilities of bilingual Latino Head Start children and the differences among Latin American regions A study of differences in oral language, cognitive, and early literacy/numeracy abilities in both English and Spanish in groups of bilingual Latino Head Start children from different Latin American regions, based on data collected from 202 study participants in five counties in Florida, at 29 Head Start sites |
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A randomized study of neighborhood effects on low-income children's educational outcomes A follow-up study of the academic achievement of children whose families moved from high-poverty to low-poverty neighborhoods with the assistance of the Moving to Opportunity (MTO) program |
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Head Start Family and Child Experiences Survey (FACES), 2000 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
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The EC-HOME across five national data sets in the 3rd to 5th year of life An analysis of the reliability and validity of newly developed subscales of the Home Observation for Measurement of the Environment Early Childhood (EC) HOME using data from five large scale national studies |
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Assessment issues in the testing of children at school entry An article discussing potential reasons for performance discrepancies among white and minority students on the assessment tests commonly used to evaluate children's school readiness |
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Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort |
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Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development An examination of variations within and between preschool classrooms' supports that impact young at-risk children's emergent literacy skills and language development |
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The joint influence of mother and father parenting on child cognitive outcomes at age 5 An assessment of the association between both maternal and paternal supportiveness during toddlerhood and young children’s math and language achievement at age 5 in a sample of 200 low-income two-parent homes participating in the Early Head Start Research and Evaluation Project |
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Development and validation of a measure to assess Head Start children's appraisals of teacher support An examination of Young Children’s Appraisals of Teacher Support (Y-CATS), a measure designed to explore children’s perceptions of their relations with teachers along dimensions of warmth, conflict, and autonomy |
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Type of child care and children's development at 54 months An investigation of the factors that contribute to parents' child care decision-making, and the effects of child care settings on child outcomes, funded by the NICHD Early Child Care Research Network |
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The Work Sampling System: Reliability and validity of a performance assessment for young children Data concerning the reliability and validity of the performance assessment, Work Sampling System with 100 kindergarten-age children |
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Neighborhoods as a developmental context: A multilevel analysis of neighborhood effects on Head Start families and children A study of the relationships between neighborhood factors and children's cognitive and behavioral outcomes, including family and social factors that mediate and/or moderate these relationships, from an analysis of combined Head Start Family and Child Experiences Survey (FACES) and Census 2000 data |
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Two-way and monolingual English immersion in preschool education: An experimental comparison A comparison of the effects of dual language versus monolingual English immersion preschool education programs on children's learning, comparing data from 20 classrooms taught in both English and Spanish, and 16 classrooms taught only in English |
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Effect of early childhood teacher characteristics on classroom practice, quality, and child abilities An examination of the impact of early education teachers' perceptions of developmentally appropriate practices and their educational experiences on their use of developmentally appropriate practices, classroom quality, and young children's cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Preschool program improves cognitive control An experimental study of the effect of Tools of the Mind, a curriculum designed to increase social and emotional self-regulation, on the executive function of a sample of 147 low-income preschool children |
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Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments A study of the relationships between neighborhood socioeconomic advantage, home, child care, and school quality, and children's reading and vocabulary achievement trajectories between ages of 54 months and 15 years, based on a sample of 1,364 children born in 1991 from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences A longitudinal study examining the extent that social competence in first grade can be predicted by the first grade classroom environment and earlier home and child care experiences |
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Maternal employment and child cognitive outcomes: The importance of analytic approach A reconciliation of the disparate findings of two studies on the effects of maternal employment in infancy on cognitive outcomes of children participating in the National Longitudinal Survey of Youth |
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Special education placements among former Head Start children in kindergarten: A descriptive multi-site study A study identifying rates across all diagnostic categories of special education for former Head Start children as they complete their kindergarten year, and an examination of systematic differences in child and family factors between former Head Start children who receive special education services in kindergarten and those who do not |
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Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses A description of the interventions and study designs being implemented at the eight Head Start Quality Research Centers (HSQRCs) |
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Multiple pathways to early academic achievement A longitudinal study of how parenting, child care, and individual characteristics shaped children's academic and social abilities from birth to first grade, using date from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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Mothers' sensitivity and book-reading interactions with first graders An analysis of the association between the quality of the relationship between mothers and their children at 36 months and the amount and quality of literacy information shared during a joint book-reading task in first grade |
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Modeling the impacts of child care quality on children's preschool cognitive development A journal article using data from the National Institute of Child Health and Human Development Study of Early Child Care to evaluate three methods for modeling the effects of child care quality on preschool children's cognitive development |
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The language and literacy development of Head Start children: A study using the Family and Child Experiences Survey Database An investigation of the relationship between early literacy outcomes and child and family characteristics, speech-language impairment, and the home literacy environment of children from low income families from analyses of FACES 1997 data |
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Building futures: The Head Start impact study: Research design plan A report describing the sampling, data collection, and analytical techniques to be used in the Head Start impact evaluation. |
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Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness An exploration of the relationship between children's individual experiences in preschool, classroom quality, and children's kindergarten school readiness, based on data for 83 children from a rural Early Head Start site and 55 children from an urban Early Head Start site in a Midwestern state |
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An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South |
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The promotive effects of family educational involvement for low-income children's literacy A study examining the significance of family involvement during kindergarten for low-income children's feelings about literacy and their literacy achievement between kindergarten and fifth grade, using data from the Comprehensive Child Development Program (CCDP) and the School Transition Study (STS) |
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Children's experiences in center-based child care as a function of teacher background and adult:child ratio An examination of child care quality in relation to adult: child ratio and teacher education, using the Cost, Quality and Outcome (CQO) and Florida Quality Improvement study datasets |
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