Erratum to "Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs" [Early Childhood Research Quarterly 23 (2008) 27-50] (DOI:10.1016/j.ecresq.2007.05.002);Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

Early Childhood Research Quarterly

Volumn 23, Issue 1, 2008, Pages 27-50

  Howes, Carollee ^a   Burchinal, Margaret ^b   Pianta, Robert ^c   Bryant, Donna ^b   Early, Diane ^b   Clifford, Richard ^b   Barbarin, Oscar ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Classroom quality; Pre Kindergarten; School readiness

Indexed keywords

EID: 37849051928     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2008.08.001     Document Type: Erratum

References (77)

1. Allison P. Change scores as dependent variables in regression analyses. In: Cloff C.C. (Ed). Sociological methodology (1990), Blackwell, Oxford 93-114
2. Barnett W.S., Hustedt J.T., Robin K.B., and Schulman K.L. The state of preschool: 2004 (2004), The National Association for Early Education Research, New Brunswick, NJ
3. Barnett, W. S., Lamy, C., & Jung, K. (2005). The effects of state prekindergarten programs on young children's school readiness in five states: The National Institute for Early Education Research Rutgers University.
4. Birch S.H., and Ladd G.W. Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology 34 (1998) 934-946
5. Blatchford P., Goldstein H., Martin C., and Browne W. A study of class size effects in English school reception year classes. British Educational Research Journal 28 (2002) 171-187
6. Blatchford P., Moriarty V., Edmonds S., and Martin C. Relationships between class size and teaching: A multimethod analysis of English infant schools. American Educational Research Journal 39 (2002) 101-132
7. Bogard, K., & Takanishi, R. (2005). Pk-3: An aligned and coordinated approach to education for children 3 to 8 years old. Social Policy Report XIX(III), 1-24.
8. Bogner K., Raphael L., and Pressley M. How grade 1 teachers motivate literacy activity by their students. Scientific Studies of Reading 6 (2002) 135-165
9. In: Bowman B., Donovan M.S., and Burns S. (Eds). Eager to learn: Educating our preschoolers (2000), National Research Council, Washington, DC
10. In: Bredekamp S., and Copple C. (Eds). Developmentally appropriate practice in early childhood programs (revised edition) (1997), National Association for the Education of Young Children, Washington, DC
11. Bronfenbrenner U., and Morris P.A. The ecology of developmental processes. In: Damon W., and Lerner R.M. (Eds). Handbook of child psychology: Volume 1, Theoretical models of human development Vol. 1 (1998), John Wiley & Sons, Inc. 993-1028
12. Burchinal M., Peisner-Feinberg E., Pianta R., and Howes C. Development of academic skills from preschool to second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology 40 (2002) 415-436
13. Carrow-Woolfolk E. Oral and Written Language Scales (Owls) (1995), American Guidance Service, Circle Pines, MN
14. Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., & Burchinal, M., et al. (in press). Spanish-speaking children's social and language development in pre-Kindergarten classrooms. Early Education and Development.
15. Chow B.W., and McBride-Chang C. Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development 14 (2003) 233-248
16. Chronbach L.J., and Furby L. How should we measure change? Or should we?. Psychological Bulletin 74 (1970) 68-80
17. Clifford R.M., Barbarin O., Chang F., Early D., Bryant D., Howes C., et al. What is prekindergarten: Characteristics of public pre-kindergarten programs. Applied Developmental Science 9 (2005) 126-134
18. Duncan S., and DeAvilla E. Pre-Las (1998), McGraw-Hill, Montgomery, CA
19. Duncan G.J., and Gibson-Davis C. Connecting child care quality to child outcomes, drawing policy outcomes from nonexperimental data. Evaluation Review 30 (2006) 611-630
20. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN.
21. Early, D., Barbarin, O., Bryant, B., Burchinal, M., Chang, F., Clifford, R., et al. (2005). Pre-kindergarten in eleven states: NCEDL's Multi-State Stud of Pre-kindergarten and State-Wide Early Education Program (Sweep) Study. Retrieved December 1, 2005 from http://www.fpg.unc.edu/∼ncedl/pdfs/SWEEP_MSsummary_final.pdf.
22. Early D.M., Bryant D., Pianta R.C., Clifford R., Burchinal M., Ritchie S., et al. Are teacher education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?. Early Childhood Research Quarterly 21 (2006) 174-195
23. Elicker J., and Mathus S. What do they do all day: Comprehensive evaluation of a full-day of kindergarten. Early Childhood Research Quarterly 12 (1997) 459-480
24. Espinosa L. High quality preschool: Why we need it and what it looks like (2002), National Institute for Early Education Research
25. Florida Partnership for School Readiness (2003). Florida school readiness performance standards for three, four- and five-year-olds. Tallahassee, FL: University Prekindergarten Education Advisory Council.
26. Gilliam W.S., and Zigler E.F. A critical meta-analysis of all evaluations of state funded preschool from 1977 to 1998: Implications for policy, service delivery, and program evaluation. Early Childhood Research Quarterly 15 (2000) 441-473
27. Ginsberg H.P., Klein A., and Starkey P. The development of children's mathematical thinking: Connecting research with practice. In: Damon W., Sigel I.E., and Renninger K.A. (Eds). Handbook of child psychology: Child psychology in practice 4 (1998), Wiley, New York 401-467
28. Gormley W.T., Gayler T., Phillips D., and Dawson B. The effects of universal pre-K on cognitive development. Developmental Psychology 41 (2005) 872-884
29. Gutman L.M., Sameroff A.J., and Cole R. Academic growth curve trajectories from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Developmental Psychology 39 (2003) 777-790
30. Hamre B., and Pianta R.C. Early teacher-child relationships and trajectory of school outcomes through eighth grade. Child Development 72 (2001) 625-638
31. Hamre B., and Pianta R.C. Can instructional and emotional support in the first grade classroom make a difference for children at risk for school failure?. Child Development 76 (2005) 949-967
32. Harms T., Clifford R.M., and Cryer D. Early Childhood Environment Rating Scale: Revised Edition (1998), Teachers College Press, New York
33. Helmke A., and Schrader F.W. Successful student practice during seatwork: Efficient management and active supervision not enough. Journal of Educational Research 82 (1988) 70-75
34. Henry G., Henderson L., Ponder B., Gordon C., Mashburn A., and Rickman D. Report of the findings from the Early Childhood Study: 2001-2002 (2003), Georgia State University, Andrew Young School of Policy Studies, Atlanta GA
35. Henry G., and Rickman D.K. The Georgia Early Childhood Study: 2001-2004 Final Report (2005), Andrew Young School of Policy Studies at Georgia State University, Atlanta, Georgia
36. Hightower A.D., Work W.C., Cowen E.L., Lotyczewski B.S., Spinell A.P., Guare J.C., et al. The teacher-child rating scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review 15 (1986) 393-409
37. Howes C., Phillips D.A., and Whitebook M. Thresholds of quality: Implications for the social development of children in center-based child care. Child Development 63 (1992) 449-460
38. Howes C., and Ritchie S. A matter of trust: Connecting teachers and learners in the early childhood classroom (2002), Teachers College Press, New York, NY
39. Lamb, M. E. (1998). Nonparental child care: Context quality and correlates. In I. E. Siegel & K. A. Renninger (Eds.), Handbook of child psychology Vol. 4, Child psychology in practice), NY: Wiley.
40. Landis J.R., and Koch G.G. The measurement of observer agreement for categorical data. Biometrics 33 (1977) 159-174
41. La Paro, K., Pianta, R. C., Hamre, B., & Stuhlman, M. (2002). Classroom Assessment Scoring System (Class). Pre-K Version. Charlottesville, VA: University of Virginia.
42. La Paro K., Pianta R.C., and Stuhlman M. Classroom assessment scoring system (Class): Findings from the pre-K year. Elementary School Journal 104 (2004) 409-426
43. Lonigan C.J., Burgess S.R., and Anthony J.L. Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology 36 (2000) 596-613
44. Love J.M., Kisker E.E., Ross C., Raikes H., Constantine J., Boller K., et al. The effectiveness of early head start for three year old children and their parents: Lessons for policy and program. Developmental Psychology 41 (2005) 885-901
45. Magnuson, K., Ruhm, C., & Waldfogel, J. (in press). Does prekindergarten improve school preparation and performance. Economics of Education Review.
46. Meisels S., and Atkins-Burnett S. Evaluating early childhood assessments: A differential analysis. In: McCartney K., and Phillips D. (Eds). Blackwell handbook of early childhood development (2006), Blackwell, London
47. Meyer L.A., Wardrop J.L., Hastings C.N., and Linn R.L. Effects of ability and setting on kindergarteners' reading performance. Journal of Educational Research 86 (1993) 142-160
48. Morrison F., and Connor C. Understanding schooling effects on early literacy: A working research strategy. Journal of School Psychology 40 (2002) 493-500
49. National Association for the Education of Young Children (2005). Naeyc governing board approves new early childhood performance standards and accreditation criteria. Retrieved April, 2005.
50. NCEDL (2001). Identifying letters. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.
51. NICHD ECCRN (2002). The relation of global first grade environment to structural classroom features, teacher, and student behaviors. Early Elementary School Journal, 102, 367-387.
52. NICHD ECCRN (2003). Does quality of child care affect child outcomes at age 41/2? Developmental Psychology, 39, 451-469.
53. NICHD ECCRN (2004). Does class size in first grade relate to children's academic and social performance or observed classroom processes? Developmental Psychology, 40, 651-664.
54. NICHD ECCRN (2005). A day in third grade: A large scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105, 305-323.
55. NICHD ECCRN, and Duncan G.J. Modeling the impacts of child care quality on children's preschool cognitive development. Child Development 74 (2003) 1454-1475
56. Peisner-Feinberg E.S., and Burchinal M.R. Relations between preschool children's child-care experiences and concurrent development: The cost, quality and outcome study. Merrill Palmer Quarterly 43 (1997) 451-478
57. Peisner-Feinberg E.S., Burchinal M.R., Clifford R.M., Culkin M.L., Howes C., Kagan S.L., et al. The relation of preschool child care quality to children's cognitive and social developmental trajectories through second grade. Child Development 72 (2001) 1534-1553
58. Phillips D.A., and Howes C. Indicators of quality in child care: Review of research. In: Phillips D. (Ed). Predictors of quality of child care (1987), National Association for the Education of Young Children, Washington, DC 1-37
59. Pianta, R. (in press). Teacher-child relationships in early literacy. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research. New York: Guilford.
60. Pianta R.C. Enhancing relationships between children and teachers (1998), American Psychological Association, Washington, DC
61. Pianta R.C. Student Teacher Relationship Scale (2001), Psychological Assessment Resources, Inc., Lutz, FL
62. Pianta, R. C. (April 2003). Professional development and observations of classroom processes. Paper presented at the SEED Symposium on Early Childhood Professional Development, Washington, DC.
63. In: Pianta R.C., Hamre B., and Stuhlman M. (Eds). Relationships between teachers and children 7 (2002), Wiley, New York
64. Pianta R., Hamre B., and Stuhlman M. Relationships between teachers and children. In: Reynolds W.M., and Miller G. (Eds). Handbook of psychology: Educational psychology Vol. 7 (2003), Wiley, New York 199-234
65. Pianta R., Howes C., Burchinal M., Bryant D., Clifford R., Early D., et al. Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied Developmental Science 9 (2005) 144-159
66. Pianta R.C., LaParo K.M., Payne C., Cox M.J., and Bradley R. The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal 102 (2002) 225-238
67. Pianta R.C., Steinberg M.S., and Rollins K.B. The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology 7 (1995) 295-312
68. Ritchie S., Howes C., Kraft-Sayre M., and Weiser B. Emerging academics snapshot (2001), University of California at Los Angeles, Los Angeles
69. In: Snow C., Burns S., and Griffin P. (Eds). Preventing reading difficulties in young children (1998), National Academy Press, Washington, DC
70. Stuhlman M., and Pianta R.C. Teachers' narratives about their relationships with children: Associations with behavior in classrooms. School Psychology Review 31 2 (2002) 148-163
71. Vandell D., and Wolfe B. Child care quality: Does it matter and does it need to be improved? (2000), Institute for Research on Poverty, University of Wisconsin, Madison, Madison, WI
72. Watson R. Literacy and oral language: Implications for early literacy acquisitions. In: Newman S., and Dickinson D. (Eds). Handbook of early literacy research (2002), Guilford, New York 43-53
73. West J., Denton K., and Germino-Hausken E. America's kindergartners: NCES 2000-070 (2000), National Center for Educational Statistics, Washington, DC
74. Whitehurst G.J., Arnold D.S., Epstein J.N., and Angell A.L. A picture book reading intervention in day care and home for children from low income families. Developmental Psychology 30 (1994) 679-689
75. Whitehurst G.J., and Lonigan C.J. Emergent literacy: Development from prereaders to readers. In: Newman S., and Dickinson D. (Eds). Handbook of early literacy research (2002), Guilford, New York 11-29
76. Winship C., and Morgan S.L. The estimation of causal effects from observational data. Annual Review of Sociology 25 (1999) 659-706
77. Woodcock R.W., McGrew K.S., and Mather N. Woodcock-Johnson IV: Tests of Achievement (2001), Riverside Publishing Co., Itasca, IL