Language domains differentially predict mathematics performance in young children
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.02.011
Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning.
来源期刊：Early childhood research quarterlyDOI：10.1016/J.ECRESQ.2018.10.004
Teaching for breadth and depth of vocabulary knowledge: learning from explicit and implicit instruction and the storybook texts
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.07.012
Frequency of Instructional Practices in Rural Prekindergarten Classrooms and Associations with Child Language and Literacy Skills.
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.001
Thresholds of Resilience and Within- and Cross-Domain Academic Achievement among Children in Poverty.
来源期刊：Early childhood research quarterlyDOI：10.1016/j.ecresq.2018.04.003
The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.04.010
Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.02.009
Early childhood education and child development in four countries in East Asia and the Pacific
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.011
Children’s fine motor skills in kindergarten predict reading in grade 1
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.015
Cumulative years of classroom quality from kindergarten to third grade: Prediction to children’s third grade literacy skills
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.06.005
Relations between self-regulation and early writing: Domain specific or task dependent?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.02.006
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families: Relations to children’s kindergarten achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.09.002
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.003
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.09.005
Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.004
ECE quality indicators and child outcomes: Analyses of six large child care studies
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.009
Effects of socioeconomic status and executive function on school readiness across levels of household chaos.
来源期刊：Early childhood research quarterlyDOI：10.1016/J.ECRESQ.2019.01.007
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.006
A historical look at theories of change in early childhood education research
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.004
Reading interest and family literacy practices from prekindergarten to kindergarten: Contributions from a cross-lagged analysis
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.014
A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.06.008
Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.007
Promoting narrative competence in kindergarten: An intervention study
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.09.003
Children’s executive function development and school socio-economic and racial/ethnic composition
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.002
What is the role of executive function in the school readiness of Latino students
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.011
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.005
Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.05.001
Emotions expressed with friends and acquaintances and preschool children’s social competence with peers
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.01.005
Neighbourhood culture and immigrant children’s developmental outcomes at kindergarten
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.006
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
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.01.008
Letter sound characters and imaginary narratives: Can they enhance motivation and letter sound learning?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.04.002
Evaluating the viability of a structured observational approach to assessing early self-regulation
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.003
Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese preschooler’s inhibitory control
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.018
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.12.011
Relating preschool class size to classroom life and student achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.05.002
Associations between parenting behavior and executive function among preschool-aged children born very preterm.
来源期刊：Early childhood research quarterlyDOI：10.1016/J.ECRESQ.2019.01.012
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.04.006
Early academic gaps and Title I programming in high poverty, high minority schools
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.012
Reminiscing and future talk conversations between young children, their early childhood educators and mothers
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.07.005
Early growth in expressive communication and behavior problems: Differential relations by ethnicity
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.002
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
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.05.003
Child temperamental anger, mother–child interactions, and socio-emotional functioning at school entry
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.005
Raising the bar: Teaching kindergartners with emotional and behavioral disabilities and teachers’ readiness expectations
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.02.004
Emergent growth patterns of early education self-control problems among children from underresourced American families
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.08.010
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/j.ecresq.2019.07.004
The negotiation of head start teachers’ beliefs in a transborder community
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.10.014
Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies?
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2018.07.001
Long-term effects of China’s One Village One Preschool program on elementary academic achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.010
Students with disabilities attending full-day versus part-day kindergarten: Short- and long-term effects on achievement
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.06.002
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
来源期刊：Early Childhood Research QuarterlyDOI：10.1016/J.ECRESQ.2019.03.008
