Published: September 2, 2021 Publication: Journal of Applied Developmental Psychology CLI Authors: Tricia Zucker, PhD, Janelle Montroy, PhD, Michael Assel, PhD, and Gloria Yeomans-Maldonado, PhD Abstract: Using expectancy-value theory, we explored whether parents’ perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based… Read more »
Author: childrenslearninginstitute
Accelerating Early Language to Improve Later Reading Comprehension
August 24, 2021 | Scholastic EDU | by Tricia A. Zucker, Ph.D. Dr. Tricia Zucker explores the urgent need to invest in early learners’ language and literacy skills, which is a foundational entry point for building reading comprehension. As early as pre-kindergarten children are able to use oral language to build foundational skills necessary for later reading… Read more »
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
Published: August 18, 2021 Publication: Early Education and Development CLI Authors: April Crawford, PhD, Reese-Anna Cummins, MS, Cathy L. Guttentag, PhD, Susan H. Landry, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, and Tricia A, Zucker, PhD Abstract: This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning… Read more »
The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children
Published: August 10, 2021 Publication: Early Childhood Research Quarterly CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Purpose: This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and… Read more »
Should I Allow My Confirmatory Factors to Correlate During Factor Score Extraction?
Implications for the Applied Researcher Published: July 23, 2021 Publication: Quality & Quantity CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: With complex models becoming increasingly popular in the social sciences, many researchers have begun using latent variable modeling in multiple-steps, saving, estimating, or otherwise extracting factor scores from one confirmatory factor analysis (CFA) for use in… Read more »
“Doing What I can, but I got no Magic Wand”
A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic Published: May 31, 2021 Publication: Early Childhood Education Journal CLI Authors: April Crawford, PhD, Cathy L. Guttentag, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, Kelly A. Vaughn, PhD, and Tricia A, Zucker, PhD Abstract: The COVID-19 pandemic impacted early childhood… Read more »
Normalizing Perinatal Neurological Development via Intervention
Published: May 29, 2021 Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 43 CLI Authors: Dana DeMaster, PhD and Kelly Vaughn, PhD Book Description: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development is a comprehensive reference on the diagnosis and management of neurodevelopment and associated disorders. The… Read more »
Nurturing the Developing Brain to Reduce Neurological Delay
Published: May 29, 2021 Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 42 CLI Authors: Kelly Vaughn, PhD and Dana DeMaster, PhD Book Description: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development is a comprehensive reference on the diagnosis and management of neurodevelopment and associated disorders. The book… Read more »
Replication of Combined School Readiness Interventions for Teachers and Parents of Head Start Pre-Kindergarteners Using Remote Delivery
Published: April 28, 2021 Publication: Early Childhood Research Quarterly CLI Authors: Susan H. Landry, PhD, Tricia A. Zucker, PhD, Janelle J. Montroy, PhD, Hsien-Yuan Hsu, PhD, Mike A. Assell, PhD, Cheryl Varghese, PhD, and April Crawford, PhD Abstract: This replication study examined remote delivery of 2 evidence-based prekindergarten (pre-k) interventions to evaluate whether the combination… Read more »
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Published: April 1, 2021 Publication: Journal of Learning Disabilities CLI Author: Cheryl Varghese, PhD Abstract: Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality)… Read more »