| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A systematic review of word selection in early childhood vocabulary instruction
|
Hadley, Elizabeth Burke
|
|
|
54 |
C |
p. 44-59
|
artikel
|
| 2 |
Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling
|
Mou, Yi
|
|
|
54 |
C |
p. 125-135
|
artikel
|
| 3 |
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
|
Hemmeter, Mary Louise
|
|
|
54 |
C |
p. 204-218
|
artikel
|
| 4 |
Direct numeracy activities and early math skills: Math language as a mediator
|
King, Yemimah A.
|
|
|
54 |
C |
p. 252-259
|
artikel
|
| 5 |
Early childhood Special education teachers' self-efficacy in relation to individual children: Links to children's literacy learning
|
Guo, Ying
|
|
|
54 |
C |
p. 153-163
|
artikel
|
| 6 |
Editorial Board
|
|
|
|
54 |
C |
p. ii
|
artikel
|
| 7 |
Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study
|
de Chambrier, Anne-Françoise
|
|
|
54 |
C |
p. 164-178
|
artikel
|
| 8 |
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
|
Ansari, Arya
|
|
|
54 |
C |
p. 60-71
|
artikel
|
| 9 |
Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)
|
Figueras-Daniel, Alexandra
|
|
|
54 |
C |
p. 271-285
|
artikel
|
| 10 |
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills
|
Finders, Jennifer K.
|
|
|
54 |
C |
p. 72-85
|
artikel
|
| 11 |
Head Start children’s science experiences in the home and community
|
Gerde, Hope K.
|
|
|
54 |
C |
p. 179-193
|
artikel
|
| 12 |
Home educational contexts of Asian American children: Disentangling the effects of structural and cultural factors
|
Kim, Yoonjeon
|
|
|
54 |
C |
p. 307-320
|
artikel
|
| 13 |
How do classroom behaviors predict longitudinal reading achievement? A conditional autoregressive latent growth analysis
|
Tang, Xiaodan
|
|
|
54 |
C |
p. 239-251
|
artikel
|
| 14 |
Impacts of the New Mexico PreK initiative by children’s race/ethnicity
|
Hustedt, Jason T.
|
|
|
54 |
C |
p. 194-203
|
artikel
|
| 15 |
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
|
Piasta, Shayne B.
|
|
|
54 |
C |
p. 31-43
|
artikel
|
| 16 |
Listening to Head Start teachers: Teacher beliefs, practices, and needs for educating dual language learners
|
Choi, Ji Young
|
|
|
54 |
C |
p. 110-124
|
artikel
|
| 17 |
Maternal book-sharing styles and goals and children’s verbal contributions in three communities
|
Leyva, Diana
|
|
|
54 |
C |
p. 228-238
|
artikel
|
| 18 |
Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia
|
Betancur, Laura
|
|
|
54 |
C |
p. 86-98
|
artikel
|
| 19 |
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
|
Guerrero-Rosada, Paola
|
|
|
54 |
C |
p. 1-12
|
artikel
|
| 20 |
Observed peer competence moderates links between children’s self-regulation skills and academic performance
|
Wagner, Nicholas J.
|
|
|
54 |
C |
p. 286-293
|
artikel
|
| 21 |
Pathways from socioeconomic status to early academic achievement: The role of specific executive functions
|
Waters, Nicholas E.
|
|
|
54 |
C |
p. 321-331
|
artikel
|
| 22 |
Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills
|
Palermo, Francisco
|
|
|
54 |
C |
p. 260-270
|
artikel
|
| 23 |
Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families
|
Zucker, Tricia A.
|
|
|
54 |
C |
p. 136-152
|
artikel
|
| 24 |
The influence of early adversity on self-regulation and student-teacher relationships in preschool
|
Loomis, Alysse M.
|
|
|
54 |
C |
p. 294-306
|
artikel
|
| 25 |
To Whom Little Is Given, Much Is Expected: ECE Teacher Stressors and Supports as Determinants of Classroom Quality
|
Johnson, Anna D.
|
|
|
54 |
C |
p. 13-30
|
artikel
|
| 26 |
Understanding Initial and Sustained Engagement of Spanish-Speaking Latina Mothers in the Legacy for Children Program™: A Qualitative Examination of a Group-Based Parenting Program
|
Beasley, Lana O.
|
|
|
54 |
C |
p. 99-109
|
artikel
|
| 27 |
Who participates in quality rating and improvement systems?
|
Jenkins, Jade Marcus
|
|
|
54 |
C |
p. 219-227
|
artikel
|
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