Child Care and Early Education Research Connections

Skip to main content

Search Results

Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 67 results
Spiegel Jamie A., Lonigan Christopher J., Q3 2018
Reports & Papers
Peer Reviewed
The Head-Toes-Knees-Shoulders (HTKS) task is a commonly used measure of executive functioning (EF) designed for use with young children. Substantial associations between the HTKS task and early academic skills and behavioral outcomes have…
Goodrich J. Marc, Lonigan Christopher J., July, 2018
Reports & Papers
Peer Reviewed
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and…
Lonigan Christopher J., Goodrich J. Marc, Farver Jo Ann M., April, 2018
Reports & Papers
Peer Reviewed
Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-…
Milburn Trelani F., Lonigan Christopher J., Phillips Beth M., December, 2017
Reports & Papers
Peer Reviewed
This response to intervention study examined agreement between classification methods of preschool children's responsiveness to Tier 2 intervention using level of performance (25th percentile), growth (equivalent to small and medium effect sizes),…
Goodrich J. Marc, Lonigan Christopher J., August, 2017
Reports & Papers
Peer Reviewed
According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning…
Lonigan Christopher J., Allan Darcey M., Goodrich J. Marc, Farrington Amber L., Phillips Beth M., July/August 2017
Reports & Papers
Peer Reviewed
Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined…
Goodrich J. Marc, Lonigan Christopher J., Farver Jo Ann M., Q3 2017
Reports & Papers
Peer Reviewed
Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote…
Allan Nicholas P., Joye Shauna W., Lonigan Christopher J., May, 2017
Reports & Papers
Peer Reviewed
Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of…
Spiegel Jamie A., Lonigan Christopher J., Phillips Beth M., February, 2017
Reports & Papers
Peer Reviewed
Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function--Preschool version (BRIEF-P) is intended to assess 5 distinct…
Lonigan Christopher J., Allan Darcey M., Phillips Beth M., January, 2017
Reports & Papers
Peer Reviewed
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not…
Merz Emily C., Landry Susan H., Zucker Tricia A., Barnes Marcia A., Assel Michael A., Taylor Heather B., Lonigan Christopher J., Phillips Beth M., Clancy-Menchetti Jeanine, Eisenberg Nancy, Spinrad Tracy L., Valiente Carlos, De Villiers Jill G., School Readiness Research Consortium, September/October 2016
Reports & Papers
Peer Reviewed
This study examined longitudinal associations between specific parenting factors and delay inhibition in socioeconomically disadvantaged preschoolers. At Time 1, parents and 2- to 4-year-old children (mean age =3.21 years; N=247) participated in a…
Goodrich J. Marc, Lonigan Christopher J., Kleuver Cherie G., Farver Jo Ann M., September, 2016
Reports & Papers
Peer Reviewed
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N= 96, mean age = 54.51 months, 54.3% male; Sample 2: N= 116, mean age = 60.70 months, 56…
Sims Darcey M., Purpura David J., Lonigan Christopher J., August, 2016
Reports & Papers
Peer Reviewed
Objective: Despite strong evidence that inattentive and hyperactive/impulsive behaviors are associated with mathematical difficulties in school-age children, little research has been conducted to examine the link between these constructs before the…
Hume Laura E., Allan Darcey M., Lonigan Christopher J., April, 2016
Reports & Papers
Peer Reviewed
There is strong evidence that inattention and interest are associated with academic-related skills in school-age children. However, less research has examined the unique and overlapping relations between these constructs in early childhood. This…
Lonigan Christopher J., Lerner Matthew D., Goodrich J. Marc, Farrington Amber L., Allan Darcey M., April, 2016
Reports & Papers
Peer Reviewed
Young children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority…