Early Childhood

Implementing the Foundations of Learning Project: Considerations for Preschool Intervention Research

While studies have documented the importance of strong implementation in intervention studies (e.g., see Durlak & Dupre, 2008), more information is needed about how to ensure strong fidelity and quality of program implementation when delivering interventions under “real world conditions” and on a large scale. In this article, key lessons in implementing a demonstration and evaluation project known as the Foundations of Learning (FOL) demonstration are presented.

An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality

This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality.

The Role of Physiological Reactivity in Understanding Resilience Processes in Children’s Development

Stress and adversity affect children in different ways. Some children exhibit negative outcomes when exposed to difficult environments, while others overcome challenges. For decades, researchers have studied this variability of developmental outcomes in hopes to identify processes that enable some children to demonstrate resilience or positive adaptation in the face of adversity. Most recently, researchers have turned to examining resilience processes across multiple levels of analysis, from children’s neurobiological sensitivity to the effects of neighbourhoods they are raised in.

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories

Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood.

Patterns of literacy among U.S. students

How well do U.S. students read? In this article, Sean Reardon, Rachel Valentino, and Kenneth Shores rely on studies using data from national and international literacy assessments to answer this question. In part, the answer depends on the specific literacy skills assessed. The authors show that almost all U.S. students can "read" by third grade, if reading is defined as proficiency in basic procedural word-reading skills.