A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds
Publication date: Available online 12 July 2019Source: Early Childhood Research QuarterlyAuthor(s): Anne L. Larson, Lauren M. Cycyk, Judith J. Carta, Carol Scheffner Hammer, Melissa Baralt, Yuuko Uchikoshi, Zhe Gigi An, Carla WoodAbstractAs the population of young children from culturally and linguistically diverse (CLD) backgrounds grows in the U.S., so too does awareness of the need for interventions to promote their language development and reduce the “word gap.” This synthesis described and analyzed studies examining interventions for improving language outcomes for young, CLD children (birth through age 5)...
Source: Early Childhood Research Quarterly - July 14, 2019 Category: Child Development Source Type: research

Comparison of measurement systems for collecting teacher language data in early childhood settings
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Jennifer E. Cunningham, Kathleen N. Zimmerman, Jennifer R. Ledford, Ann P. KaiserAbstractThe purpose of this study was to evaluate the accuracy and efficiency of three measurement systems in capturing teacher language use in inclusive preschool classrooms. Specifically, this study evaluated the use of two discontinuous measurement systems (momentary time sampling and partial interval recording) in estimating the frequency and quality of teacher talk, as compared to a continuous measurement of teacher language (timed event reco...
Source: Early Childhood Research Quarterly - July 14, 2019 Category: Child Development Source Type: research

Effects of language on initial reading: Direct and indirect associations between code and language from preschool to first grade
We examined the relationships among language and code-related abilities between preschool and grade one to test the hypothesis that code- and language-related abilities that the Simple View of Reading describes as distinct emerge from an early period when they are interrelated. We assessed multiple language abilities, phonological awareness, and letter-word knowledge in a sample of 489 predominantly African-American children from low-income homes. In preschool, kindergarten, and first grade we found significant positive correlations among measures of language, phonological awareness, and letter-word knowledge, and cross-ag...
Source: Early Childhood Research Quarterly - July 11, 2019 Category: Child Development Source Type: research

Corrigendum to “Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors” [Early Child. Res. Quart. 47 (2019) 206–217]
Publication date: Available online 6 July 2019Source: Early Childhood Research QuarterlyAuthor(s): Michelle L. Yoder, Amanda P. Williford, Virginia E. Vitiello (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - July 6, 2019 Category: Child Development Source Type: research

Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
In this study, we aimed to address two gaps in research on early mathematical patterning, namely the lack of attention (1) to growing patterns and (2) to the association between different aspects of patterning and numerical ability. Participants were 400 four-year olds from a wide range of socio-economic backgrounds. Children’s patterning and numerical ability were assessed by means of individual tasks. The patterning tasks assessed their performance on three patterning activities (i.e., extending, translating, and identifying the pattern’s structure) for two types of patterns (i.e., repeating and growing). The...
Source: Early Childhood Research Quarterly - July 6, 2019 Category: Child Development Source Type: research

Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI): A professional development model of early writing skills
This study presents an initial investigation of a professional development intervention model for promoting preschool teachers’ high-leverage writing instruction through a modification of the “Morning Meeting Time” (MMT) classroom routine. Using a quasi-experimental design, 14 teachers and 112 children were assigned to intervention and comparison conditions. Intervention group teachers received a four-hour workshop and one in-classroom coaching session focused on modifying existing MMT routine activities to implement interactive writing instruction. Results indicate that intervention group teachers achiev...
Source: Early Childhood Research Quarterly - July 5, 2019 Category: Child Development Source Type: research

Pattern understanding is a predictor of early reading and arithmetic skills
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Kelly Burgoyne, Stephanie Malone, Arne Lervag, Charles HulmeAbstractThere is increasing interest in the role that pattern understanding may play in the development of arithmetic and reading skills. However, longitudinal studies are rare and typically do not control for other predictors which contribute to development in these domains. This large-scale longitudinal study examined the extent to which pattern understanding is a unique predictor of reading and arithmetic, after controlling for a range of theoretically important sk...
Source: Early Childhood Research Quarterly - June 29, 2019 Category: Child Development Source Type: research

Directors’ reports about program-wide pedagogical approaches: Using institutional theory in a mixed methods study of Chicago-area centers serving 3- and 4-year old children
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Rachel A. Gordon, Laura Stout Sosinsky, Anna ColanerAbstractUsing institutional theory as a framework, we examined how professional norms and regulatory standards were associated with the instructional styles and curricular approaches that directors reported were used building-wide in centers serving 3- and 4-year-old children. We conducted a census surveying 229 child care center directors located in 31 ZIP Codes on the west and north sides of Chicago. We also completed in-depth interviews with a subsample of 29 directors. Mo...
Source: Early Childhood Research Quarterly - June 29, 2019 Category: Child Development Source Type: research

Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators
In this study, we examined the association between classroom quality and children’s social skills and problem behaviors, as reported by ECE teachers, as well as the moderating effects of ECE dosage and children’s disability status. Participants were 222 children (Mage = 63.75, SD = 7.77), including 180 typically developing (90 boys) and 42 children with disabilities (29 boys), from 44 inclusive classrooms in the Metropolitan Area of Lisbon, Portugal. Our results indicated that children’s social skills and behavior problems were not directly associated with observed classroom quality domains. Howev...
Source: Early Childhood Research Quarterly - June 29, 2019 Category: Child Development Source Type: research

What is the role of executive function in the school readiness of Latino students?
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Christa Mulker GreenfaderAbstractThe number of Latino students in the U.S. is growing, and more attention is being given to this population of learners. The current paper focuses on the school readiness of Latino children, many of whom come from homes where English is not the primary language — referred to as language minority (LM). Specific attention is given to the roles that English oral language skills and executive function (EF) – working memory, cognitive flexibility, and inhibitory control – play in re...
Source: Early Childhood Research Quarterly - June 29, 2019 Category: Child Development Source Type: research

Teachers’ use of questions during shared book reading: Relations to child responses
This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between types of question wording and student responses. Participants included 96 preschool and kindergarten teachers who read aloud a standard narrative text to their whole class of students. All the sessions were video-recorded, transcribed and then coded by trained coders. During reading, teacher total extra-textual utterances included 23.74% questions (n = 52...
Source: Early Childhood Research Quarterly - June 26, 2019 Category: Child Development Source Type: research

Speech difficulties at school entry are a significant risk factor for later reading difficulties
This study examined the relationship between speech difficulties at school entry and problems learning to read. We test the hypothesis that phonological skills explain the relationship between speech and reading difficulties. Speech skills were assessed in a large (N = 569) unselected sample of 5-year old children just after school entry. Children also completed a wide range of tasks measuring oral language (expressive vocabulary, receptive grammar and listening comprehension), reading and reading-related skills (single word reading, letter-sound knowledge, phoneme awareness, rapid automatized naming) and non-verbal IQ...
Source: Early Childhood Research Quarterly - June 23, 2019 Category: Child Development Source Type: research

Relating preschool class size to classroom quality and student achievement
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Jessica Francis, William Steven BarnettAbstractThis paper examines the effects of preschool class size on classroom quality and student achievement by drawing upon data from 21 teachers and 354 children that were collected during the 2008–2009 school year. Regular class sizes contained 20 students and reduced class sizes contained 15 students. Either the AM or PM session was randomly assigned to be 15 students for each teacher, so that each teacher taught both a regular and reduced class size.Children who attended reduce...
Source: Early Childhood Research Quarterly - June 23, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - June 20, 2019 Category: Child Development Source Type: research

Children’s internalizing problems and teacher–child relationship quality across preschool
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Brenna R.L. Zatto, Wendy L.G. HoglundAbstractChildren experiencing internalizing problems (depression, anxiety, somatization) can have difficulty transitioning to preschool. Some research has shown that children who experience increased internalizing problems form negative relationships with their teachers. Other research has found that children who share more positive relationships with their teachers show fewer internalizing problems over time. The current study tests three conceptual models of the directional associations b...
Source: Early Childhood Research Quarterly - June 20, 2019 Category: Child Development Source Type: research

Night-to-night variability in the bedtime routine predicts sleep in toddlers
Publication date: 4th Quarter 2019Source: Early Childhood Research Quarterly, Volume 49Author(s): Amanda Prokasky, Matthew Fritz, Victoria J. Molfese, John E. BatesAbstractThe present study examined relations between nightly bedtime routines and sleep outcome measures in a sample of 185 toddlers aged 30 months. Parents reported on their toddler’s sleep duration and the length and activities included in the bedtime routine each night for approximately 2 weeks. Toddlers wore actigraphs to track their sleep during the same time period. Correlation, mean difference, and regression analyses indicated that toddlers experie...
Source: Early Childhood Research Quarterly - June 14, 2019 Category: Child Development Source Type: research

Cross-cultural exploration of growth in expressive communication of english-speaking infants and toddlers
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Jay Buzhardt, Charles R. Greenwood, Naomi J. Hackworth, Fan Jia, Shannon K. Bennetts, Dale Walker, Jan M. MatthewsAbstractIncreasingly, measurement of child outcomes is becoming an international priority. However, the psychometric properties of standardized measures are rarely explored for populations beyond the country in which the measures were developed. The Early Communication Indicator (ECI) is a measure of infant-toddler expressive communication developed in the U.S. and designed for use by service providers to inform in...
Source: Early Childhood Research Quarterly - May 30, 2019 Category: Child Development Source Type: research

Associations between parenting behavior and executive function among preschool-aged children born very preterm
The objective of the current study was to determine whether three domains of observed parenting behavior were associated with executive function in preschool-aged children born very preterm (
Source: Early Childhood Research Quarterly - May 24, 2019 Category: Child Development Source Type: research

Neighbourhood culture and immigrant children’s developmental outcomes at kindergarten
This study examined the relationship between immigrant children’s cultural background, the socio-economic and cultural composition of children’s neighborhoods, and children’s developmental outcomes at kindergarten. A hypothesis of concentrated socio-cultural capital as a buffering resource for immigrant children growing up with socioeconomic disadvantage was tested against one that proposed the two factors would conjointly put children’s development in double jeopardy. The study drew from a representative population-level database for the ethno-culturally diverse Lower Mainland in British Columbia (...
Source: Early Childhood Research Quarterly - May 24, 2019 Category: Child Development Source Type: research

Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Susan M. Sheridan, Lisa L. Knoche, Courtney E. Boise, Amanda L. Moen, Houston Lester, Carolyn Pope Edwards, Rachel Schumacher, Katherine ChengAbstractThe current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children’s social–emotional competencies and the quality of the student–teacher and parent–teacher relationships. Participants were 267 preschool-aged children and their parents, as well as 97 preschool te...
Source: Early Childhood Research Quarterly - May 24, 2019 Category: Child Development Source Type: research

Does exuberance moderate the relation between effortful control at 54 months and first grade achievement? Interaction of a regulatory and a reactive temperament dimension
This study explored whether exuberance, a reactive temperament dimension, may moderate or compensate for low effortful control when predicting children’s reading and math achievement in first grade. Data from the NICHD Study of Early Child Care and Youth Development (n = 861) were used to test this hypothesis. The hypothesis was supported that for children with average or low exuberance, children’s effortful control positively predicted their reading achievement scores in first grade; whereas for children with high exuberance, children’s effortful control did not predict their reading achiev...
Source: Early Childhood Research Quarterly - May 23, 2019 Category: Child Development Source Type: research

The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis
Publication date: Available online 18 May 2019Source: Early Childhood Research QuarterlyAuthor(s): Jodi K. Heidlage, Jennifer E. Cunningham, Ann P. Kaiser, Carol M. Trivette, Erin E. Barton, Jennifer R. Frey, Megan Y. RobertsAbstractIntervening early is important to minimize persistent difficulties in language and related domains in young children with or at-risk for language impairment (LI; Rescorla, 2009). Because language is first learned in caregiver–child interactions, parent-implemented interventions are potentially an important early intervention for children with or at-risk for LI. Previous meta-analyses have...
Source: Early Childhood Research Quarterly - May 18, 2019 Category: Child Development Source Type: research

Disparities in kindergarteners’ executive functions at kindergarten entry: Relations with parenting and child care
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Anne Conway, Jane Waldfogel, Yi WangAbstractA growing body of research has begun to examine disparities in children’s early executive functions (EF), but few studies have examined disparities in EF based on parent education and whether parental beliefs regarding education and types of parental investments in early learning help explain them. The purpose of this study was to examine disparities in EF based on parental education at kindergarten entry and test whether parental beliefs and investments help explain these gaps...
Source: Early Childhood Research Quarterly - May 17, 2019 Category: Child Development Source Type: research

Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): J. Marc Goodrich, Jessica M. NamkungAbstractThe purposes of this study were to evaluate the within- and cross-language relations of components of the simple view of reading and to evaluate correlates of reading comprehension and word-problem solving skills in a sample of Spanish-speaking dual language learners (DLLs). Seventy-two Spanish-speaking DLLs in first and second grade completed measures of decoding, vocabulary knowledge, reading comprehension, and word-problem solving skills in Spanish and English. Results indicated t...
Source: Early Childhood Research Quarterly - May 16, 2019 Category: Child Development Source Type: research

Quality of infant child care and early infant development in Portuguese childcare centers
In this study, we examine associations between the quality of teacher-child interactions and infant outcomes during their first months in Portuguese childcare centers. Participants were 90 infants, their mothers and their teachers. A set of multiple regression models were conducted to determine whether classroom quality related to active engagement and non-engagement and to adaptive behavior six months later, controlling for important covariates, namely developmental age, child temperament, mothers’ education, and home quality. Results showed that, in higher quality classrooms, infants spent more time actively engage...
Source: Early Childhood Research Quarterly - May 15, 2019 Category: Child Development Source Type: research

A systematic review of language intervention research with low-income families: A word gap prevention perspective
Publication date: Available online 11 May 2019Source: Early Childhood Research QuarterlyAuthor(s): Charles R. Greenwood, Alana G. Schnitz, Judith J. Carta, Anna Wallisch, Dwight W. IrvinAbstractThis systematic review sought to document the corpus of language intervention research with low-SES children and help the field move forward. Low-SES children (birth to 8) are at increased risk for infrequent language input from parents (30-Million Word Gap), delays in vocabulary/language, readiness for school, and later school problems. From a repository of 1494 articles published between 1980 and 2016, we identified 513 rigorous i...
Source: Early Childhood Research Quarterly - May 11, 2019 Category: Child Development Source Type: research

Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Simone Schaub, Erich Ramseier, Alex Neuhauser, Susan C.A. Burkhardt, Andrea LanfranchiAbstractThis randomized controlled trial examined the effectiveness of the Parents as Teachers (PAT) program in the German-speaking part of Switzerland. During the first three years after birth, 132 at-risk families with new-born children were supported by PAT with regular home visits and group connections. The 116 families in the control group had access to the normal community services, but were not supported by PAT. Baseline data and annua...
Source: Early Childhood Research Quarterly - May 7, 2019 Category: Child Development Source Type: research

Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese preschooler’s inhibitory control
This study aimed to investigate the association between family socioeconomic status (SES) and child inhibitory control, and whether this association would be mediated by parental warmth or harsh discipline. Two hundred seventy-three Chinese preschool-age children and their mothers and fathers participated. Parental warmth and harsh discipline were assessed by father-report and by mother-report, respectively. Child inhibitory control was assessed by laboratory tasks and mother-report. Results of structural equation modeling suggested that higher family SES was associated with child better inhibitory control, and maternal bu...
Source: Early Childhood Research Quarterly - May 4, 2019 Category: Child Development Source Type: research

Enhancing young children’s language acquisition through parent–child book-sharing: A randomized trial in rural Kenya
The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children. The intervention was a modified dialogic reading training program that used culturally and linguistically appropriate books adapted for a low-literacy population. We used a cluster randomized controlled trial with four intervention arms and one control arm in a sample of caregivers (n = 357) and their 24- to 83-month-old children (n = 510) in rural Kenya. The first treatment group received st...
Source: Early Childhood Research Quarterly - May 1, 2019 Category: Child Development Source Type: research

Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Frederic Guay, Robert Stupnisky, Michel Boivin, Christa Japel, Ginette DionneAbstractThe purpose of this study was to examine how teachers’ relatedness with students is linked to academic achievement in reading for elementary students transitioning from kindergarten (five years old) to first grade (six years old). Intrinsic motivation and self-concept in reading were examined as potential mediators of this relation. While data were collected from 820 kindergarten students (441 boys, 379 girls), their teachers also answer...
Source: Early Childhood Research Quarterly - May 1, 2019 Category: Child Development Source Type: research

Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Rosa Catharina Teepe, Inge Molenaar, Ron Oostdam, Ruben Fukkink, Ludo VerhoevenAbstractFamily literacy programs seek to improve a wide range of developmental aspects, of which an important one is how parents develop their children’s vocabulary. The effects of these programs are limited, partly because they appear to give insufficient guidance and support to parents in changing how they interact with their children. To increase the impact of family literacy programs, two ways to support parents in changing their interacti...
Source: Early Childhood Research Quarterly - May 1, 2019 Category: Child Development Source Type: research

Evaluating the viability of a structured observational approach to assessing early self-regulation
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Steven James Howard, Cathrine Neilsen-Hewett, Marc de Rosnay, Elena Vasseleu, Edward MelhuishAbstractThere is now clear evidence that young children’s abilities to self-regulate set in motion developmental trajectories that are longitudinally influential, that self-regulation is malleable in childhood with flow-on implications into adulthood, and that efforts to improve self-regulation are enhanced when tailored and adaptive to children’s developmental progress. Yet there are significant concerns regarding current ...
Source: Early Childhood Research Quarterly - April 25, 2019 Category: Child Development Source Type: research

Parents’ and young children’s attention to mathematical features varies across play materials
Publication date: Available online 23 April 2019Source: Early Childhood Research QuarterlyAuthor(s): Jenny Yun-Chen Chan, Taylor L. Praus-Singh, Michèle M.M. MazzoccoAbstractChildren’s attention to numerosity is reported to uniquely predict their later mathematical skills (e.g., Hannula-Sormunen, 2015), but there is some debate concerning the extent to which this attention to number is spontaneous or contextually driven, and it is not known how attention to numerosity varies with respect to other mathematical features, such as shape. In the present study, we used a within-subjects observational design to exami...
Source: Early Childhood Research Quarterly - April 24, 2019 Category: Child Development Source Type: research

Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Sanne Rathé, Joke Torbeyns, Bert De Smedt, Lieven VerschaffelAbstractMany studies have investigated the association between children’s spontaneous attention to number and their early mathematical abilities. This work has presented number in a non-symbolic format by exclusively using numerosities as their stimuli. Therefore, little is known about children’s spontaneous attention for Arabic number symbols. We aimed to address this gap by exploring, for the first time, whether we can observe individual differen...
Source: Early Childhood Research Quarterly - April 21, 2019 Category: Child Development Source Type: research

Language intervention research in early childhood care and education: A systematic survey of the literature
We report the findings from a systematic survey of research on non-parental interventions, with the goal of identifying strengths and weaknesses in current literature which can inform current practice and also guide the design of future research. Studies were identified using a systematic search protocol of the communication and language intervention literature for children from birth through 5 years of age. One hundred and ninety studies published between 1975 and 2015 met the specified inclusion criteria, which included the experimental manipulation of at least one relevant intervention variable and applying and testing ...
Source: Early Childhood Research Quarterly - April 18, 2019 Category: Child Development Source Type: research

Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Lillian K. Durán, Alisha K. Wackerle-Hollman, Theresa L. Kohlmeier, Stephanie K. Brunner, Jose Palma, Chase H. CallardAbstractThe population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children’s ability in Spanish. In this paper, we describe the innovative design and calibration process of the new Individual Growth and Development Indicators-Espa&nt...
Source: Early Childhood Research Quarterly - April 16, 2019 Category: Child Development Source Type: research

A historical look at theories of change in early childhood education research
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Holly S. Schindler, Dana Charles McCoy, Philip A. Fisher, Jack P. ShonkoffAbstract•After decades of program implementation and evaluation, the early childhood education (ECE) field needs to move towards more effective and efficient strategies. One tool that has been developed to support this shift is theory of change (TOC). Though TOCs have been widely recognized for their potential utility, the extent to which they have been employed consistently in ECE research is unclear. In this paper, we draw upon a comprehensive, sy...
Source: Early Childhood Research Quarterly - April 12, 2019 Category: Child Development Source Type: research

School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
Publication date: Available online 9 April 2019Source: Early Childhood Research QuarterlyAuthor(s): Mark Hanly, Ben Edwards, Sharon Goldfeld, Rhonda G. Craven, Janet Mooney, Louisa Jorm, Kathleen FalsterAbstractIn Australia’s most populous state, New South Wales (NSW), children born between January and July have the choice to start school in the year they turn five, or delay entry until the year they turn six. We used linked administrative data for children who started school in NSW in 2009 or 2012 (N = 162,878) to identify child, family and area characteristics associated with delayed entry, and to exp...
Source: Early Childhood Research Quarterly - April 9, 2019 Category: Child Development Source Type: research

The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Bianca Montrosse-Moorhead, Shaun M. Dougherty, Tamika P. La Salle, Jennie M. Weiner, Hannah M. DostalAbstractWith a large volume of literature pointing to the beneficial impact of pre-kindergarten, researchers, educators, and policymakers are now raising questions about what works for whom, under what conditions, as well as conducting cost-benefit analyses of such endeavors. However, few studies exist on the differential and contextual effects of these programs, creating opportunities for new research in this area. This paper ...
Source: Early Childhood Research Quarterly - April 7, 2019 Category: Child Development Source Type: research

How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Erin M. McTigue, Oddny J. Solheim, Bente Walgermo, Jan Frijters, Njäl FoldnesAbstractLiteracy success is co-determined by skill and motivation, with early school success predicting long term achievement. Despite numerous assessments for early literacy skills, few validated and efficient measures are available for early literacy motivation. To assess the viability of measuring students’ literacy motivation before any formal instruction, we developed and validated the Survey of Early Literacy Motivation (SELM). 1171 N...
Source: Early Childhood Research Quarterly - April 7, 2019 Category: Child Development Source Type: research

Teacher reports of social-emotional development: Moving from measure to construct
This study evaluates how teacher report measures align with different conceptualizations of children’s social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were evaluated in a series of confirmatory factor models, including bifactor models. A bifactor model with behavioral regulation as a general factor and an orthogonal social competence factor emerged as the preferred model. Results indicate that teacher reports of beh...
Source: Early Childhood Research Quarterly - April 5, 2019 Category: Child Development Source Type: research

The little kids down the hall: Associations between school climate, pre-K classroom quality, and pre-K children’s gains in receptive vocabulary and executive function
Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Shana E. Rochester, Christina Weiland, Rebecca Unterman, Meghan McCormick, Lillie MoffettAbstractIn recent years, policymakers’ and practitioners’ interest in school climate as a contributor to K-12 student learning and classroom processes has increased, both in the US and internationally. However, researchers have not yet examined the influence of school climate on the youngest learners in these contexts — prekindergartners. Using data from the Boston Public Schools, where the public prekindergarten program ...
Source: Early Childhood Research Quarterly - April 4, 2019 Category: Child Development Source Type: research

Raising the bar: Teaching kindergartners with emotional and behavioral disabilities and teachers’ readiness expectations
This study examined whether kindergarten teachers’ school readiness expectations differed in classrooms with and without children with emotional and behavioral disabilities (EBD). Using teacher observations from the Early Childhood Longitudinal Study – Kindergarten Class of 2010–11, where observations were selected based on a three stage sampling design to ensure national representation, we relied on a school fixed effects methodology given the large sample of teachers teaching classrooms with (N = 390) and without (N = 3480) students with EBDs. Using readiness expectations sca...
Source: Early Childhood Research Quarterly - March 30, 2019 Category: Child Development Source Type: research

Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children
We examined enforcement practices of this policy. We examined a large (N = 27,980), ethnically diverse, urban sample. Of those who took the FCAT reading test in 3rd grade, 15% failed, and of those who failed, only 53% actually repeated 3rd grade. Black and Latino students, those receiving free/reduced lunch, those who were not yet English proficient, and those in special education were more likely to fail the test. The same variables predicted which students were retained after having failed the FCAT, with the exception of ethnicity. Children who had a lower GPA in 3rd grade had greater odds of being held bac...
Source: Early Childhood Research Quarterly - March 29, 2019 Category: Child Development Source Type: research

An enhanced eBook facilitates parent–child talk during shared reading by families of low socioeconomic status
Publication date: Available online 25 March 2019Source: Early Childhood Research QuarterlyAuthor(s): Georgene L. Troseth, Gabrielle A. Strouse, Israel Flores, Zachary D. Stuckelman, Colleen Russo JohnsonAbstractLanguage input plays a key role in children’s language development, but children from families of low socioeconomic status often get much less input compared to more advantaged peers. In “dialogic reading” (Whitehurst et al., 1988), parents are trained to ask children open-ended questions while reading, which effectively builds expressive vocabulary in at-risk children. In the research reported her...
Source: Early Childhood Research Quarterly - March 26, 2019 Category: Child Development Source Type: research

Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn)
This study detailed the ways in which LISn data describes the linguistic interactions of Spanish–English DLLs with their teachers and peers. Participants were 104 teachers and assistant teachers from 52 classrooms in preschool programs in California, Florida and North Carolina and 341 DLLs. During the fall and spring classrooms were observed with the LISn and children were assessed in English and Spanish using receptive and expressive vocabulary measures. The association between linguistic interactions, as measured by the LISn, and DLLs’ language outcomes was examined in about half the sample (in 26 classrooms)...
Source: Early Childhood Research Quarterly - March 26, 2019 Category: Child Development Source Type: research

Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity
Publication date: Available online 13 March 2019Source: Early Childhood Research QuarterlyAuthor(s): Christa Haring Biel, Jay Buzhardt, Jennifer A. Brown, Mollie K. Romano, Ciera M. Lorio, Kelly S. Windsor, Louise A. Kaczmarek, Rachel Gwin, Susan S. Sandall, Howard GoldsteinAbstractThe Bridging the Word Gap Research Network conducted a review of literature to identify effective interventions to facilitate the communication development of young children in hopes of identifying ways to reduce the well-documented word gap among children associated with socio-economic class. As part of this effort, we focused on the ways in wh...
Source: Early Childhood Research Quarterly - March 14, 2019 Category: Child Development Source Type: research

Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments
This study examined the role of socioeconomic status (SES), ethnicity, executive functions (EFs), quality of the home environment, quantity of maternal care, and quality and quantity of professional childcare as predictors of five-year-old preschoolers' problem behavior, prosocial behavior, and language ability in 77 low-SES families with a Chilean majority or Mapuche minority background in Chile. Executive functions and the quality of the home environment were positively associated with language ability, whereas quantity of childcare was inversely related to children's language ability. All other associations were non-sig...
Source: Early Childhood Research Quarterly - March 11, 2019 Category: Child Development Source Type: research

New benefits of public school pre-kindergarten programs: Early school stability, grade promotion, and exit from ELL services
This study explores the short-run effects of state-funded, public school-based pre-kindergarten (pre-K) programs on the early educational outcomes of students in Miami-Dade County Public Schools. Using data on all kindergarten students enrolled in the public schools in years 2006 and 2007, we examine differences in outcomes from pre-K to the early grades – promotion to first grade, school mobility, and exit from English language learner (ELL) status – for students who were enrolled in public school pre-K in the previous year as compared to students who entered the public school system at kindergarten. We find t...
Source: Early Childhood Research Quarterly - March 10, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: 2nd Quarter 2019Source: Early Childhood Research Quarterly, Volume 47Author(s): (Source: Early Childhood Research Quarterly)
Source: Early Childhood Research Quarterly - March 5, 2019 Category: Child Development Source Type: research