| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention
|
DeFlorio, Lydia
|
|
2019
|
46 |
C |
p. 33-48
|
article
|
| 2 |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
|
Cadima, Joana
|
|
2019
|
46 |
C |
p. 75-86
|
article
|
| 3 |
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis
|
McKinnon, Rachel D.
|
|
2019
|
46 |
C |
p. 152-165
|
article
|
| 4 |
Cross-domain development of early academic and cognitive skills
|
Purpura, David J.
|
|
2019
|
46 |
C |
p. 1-4
|
article
|
| 5 |
Developing together: The role of executive function and motor skills in children’s early academic lives
|
McClelland, Megan M.
|
|
2019
|
46 |
C |
p. 142-151
|
article
|
| 6 |
Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning
|
Collins, Melissa A.
|
|
2019
|
46 |
C |
p. 201-212
|
article
|
| 7 |
Editorial Board
|
|
|
2019
|
46 |
C |
p. ii
|
article
|
| 8 |
Effects of geometric toy design on parent–child interactions and spatial language
|
Verdine, Brian N.
|
|
2019
|
46 |
C |
p. 126-141
|
article
|
| 9 |
Examining language and early numeracy skills in young Latino dual language learners
|
Méndez, Lucía I.
|
|
2019
|
46 |
C |
p. 252-261
|
article
|
| 10 |
Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
|
Morgan, Paul L.
|
|
2019
|
46 |
C |
p. 20-32
|
article
|
| 11 |
Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?
|
Montoya, Maria Fernanda
|
|
2019
|
46 |
C |
p. 187-200
|
article
|
| 12 |
Exploring potential cognitive foundations of scientific literacy in preschoolers: Causal reasoning and executive function
|
Bauer, Jessie-Raye
|
|
2019
|
46 |
C |
p. 275-284
|
article
|
| 13 |
Kindergarten components of executive function and third grade achievement: A national study
|
Nguyen, Tutrang
|
|
2019
|
46 |
C |
p. 49-61
|
article
|
| 14 |
Language domains differentially predict mathematics performance in young children
|
Chow, Jason C.
|
|
2019
|
46 |
C |
p. 179-186
|
article
|
| 15 |
Letter sound characters and imaginary narratives: Can they enhance motivation and letter sound learning?
|
Roberts, Theresa A.
|
|
2019
|
46 |
C |
p. 97-111
|
article
|
| 16 |
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school
|
Pace, Amy
|
|
2019
|
46 |
C |
p. 112-125
|
article
|
| 17 |
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
|
Foster, Matthew E.
|
|
2019
|
46 |
C |
p. 213-227
|
article
|
| 18 |
Relations among language comprehension, oral counting, and numeral knowledge of ethnic and racial minority young children from low-income communities
|
Gjicali, Kalina
|
|
2019
|
46 |
C |
p. 5-19
|
article
|
| 19 |
Relations between self-regulation and early writing: Domain specific or task dependent?
|
Puranik, Cynthia S.
|
|
2019
|
46 |
C |
p. 228-239
|
article
|
| 20 |
Self-regulation and the development of literacy and language achievement from preschool through second grade
|
Skibbe, Lori E.
|
|
2019
|
46 |
C |
p. 240-251
|
article
|
| 21 |
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
|
Nesbitt, Kimberly Turner
|
|
2019
|
46 |
C |
p. 262-274
|
article
|
| 22 |
The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis
|
Meixner, Johannes M.
|
|
2019
|
46 |
C |
p. 62-74
|
article
|
| 23 |
The roles of patterning and spatial skills in early mathematics development
|
Rittle-Johnson, Bethany
|
|
2019
|
46 |
C |
p. 166-178
|
article
|
| 24 |
Thresholds of resilience and within- and cross-domain academic achievement among children in poverty
|
Sattler, Kierra
|
|
2019
|
46 |
C |
p. 87-96
|
article
|
Journal description