Citations (43)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (10)
Marta Favara, Catherine Porter & Tassew Woldehanna. (2019) Smarter through social protection? Evaluating the impact of Ethiopia’s safety-net on child cognitive abilities. Oxford Development Studies 47:1, pages 79-96.
Read now
Read now
Jan Lenhart, Wolfgang Lenhard, Enni Vaahtoranta & Sebastian Suggate. (2018) Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches. Educational Psychology 38:5, pages 596-616.
Read now
Read now
Patricia F. Vadasy, Elizabeth A. Sanders & J. Ron Nelson. (2015) Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches. Journal of Research on Educational Effectiveness 8:4, pages 490-529.
Read now
Read now
Carrie Lau & Nirmala Rao. (2013) English vocabulary instruction in six early childhood classrooms in Hong Kong. Early Child Development and Care 183:10, pages 1363-1380.
Read now
Read now
LoriE. Skibbe, AnnemarieH. Hindman, CarolM. Connor, Michelle Housey & Frederick
J. Morrison. (2013) Relative Contributions of Prekindergarten and Kindergarten to Children's Literacy and Mathematics Skills. Early Education and Development 24:5, pages 687-703.
Read now
Read now
Lori
E. Skibbe, Kevin
J. Grimm, Ryan
P. Bowles & Frederick
J. Morrison. (2012) Literacy Growth in the Academic Year Versus Summer From Preschool Through Second Grade: Differential Effects of Schooling Across Four Skills. Scientific Studies of Reading 16:2, pages 141-165.
Read now
Read now
Antonia Larraín, Katherine Strasser & Maria-Rosa Lissi. (2012) Lectura compartida de cuentos y aprendizaje de vocabulario en edad preescolar: un estudio de eficacia. Studies in Psychology 33:3, pages 379-383.
Read now
Read now
Anna
J. Cunningham & Julia
M. Carroll. (2011) Reading-Related Skills in Earlier- and Later-Schooled Children. Scientific Studies of Reading 15:3, pages 244-266.
Read now
Read now
MarieS. Burrage, Claire Cameron Ponitz, ElizabethA. McCready, Priti Shah, BrianC. Sims, AbigailM. Jewkes & FrederickJ. Morrison. (2008) Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment. Child Neuropsychology 14:6, pages 510-524.
Read now
Read now
Carol McDonald Connor, Frederick J. Morrison & Leslie E. Katch. (2004) Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading. Scientific Studies of Reading 8:4, pages 305-336.
Read now
Read now
Articles from other publishers (33)
Frederick J. Morrison, Jennie Grammer, William J. Gehring, Lindsay Bell Weixler & Matthew H. Kim. 2023. Global Variation in Literacy Development. Global Variation in Literacy Development
316
332
.
Alexandra Gottardo, Redab Al-Janaideh, Johanne Paradis, Adriana Soto-Corominas, Xi Chen & Norah Amin. (2023) Age, Experience and Language and Literacy Skills in English-Arabic Speaking Syrian Refugees. Languages 8:2, pages 101.
Crossref
Crossref
Christina Davidson, Yee Lee Shing, Courtney McKay, Eva Rafetseder & Sobanawartiny Wijeakumar. (2023) The first year in formal schooling improves working memory and academic abilities. Developmental Cognitive Neuroscience 60, pages 101205.
Crossref
Crossref
Sammy F. Ahmed, Natasha Chaku, Nicholas E. Waters, Alexa Ellis & Pamela E. Davis-Kean. 2023. Developmental Cascades. Developmental Cascades
289
326
.
Courtney McKay, Sobanawartiny Wijeakumar, Eva Rafetseder & Yee Lee Shing. (2021) Disentangling age and schooling effects on inhibitory control development: An fNIRS investigation. Developmental Science 25:5.
Crossref
Crossref
Matthew H. Kim, Sammy F. Ahmed & Frederick J. Morrison. (2021) The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design. Frontiers in Psychology 11.
Crossref
Crossref
Régine Kolinsky, Rosângela Gabriel, Catherine Demoulin, Marilane Maria Gregory, Kadine Saraiva de Carvalho & José Morais. (2020) The influence of age, schooling, literacy, and socioeconomic status on serial-order memory. Journal of Cultural Cognitive Science 4:3, pages 343-365.
Crossref
Crossref
Jan Lenhart, Wolfgang Lenhard, Enni Vaahtoranta & Sebastian Suggate. (2020) More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly 51, pages 338-351.
Crossref
Crossref
Frederick J. Morrison, Matthew H. Kim, Carol M. Connor & Jennie K. Grammer. (2019) The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science. Current Directions in Psychological Science 28:5, pages 441-449.
Crossref
Crossref
Jan Lenhart, Wolfgang Lenhard, Enni Vaahtoranta & Sebastian Suggate. (2019) The effects of questions during shared-reading: Do demand-level and placement really matter?. Early Childhood Research Quarterly 47, pages 49-61.
Crossref
Crossref
Matthew H. Kim & Frederick J. Morrison. (2018) Schooling Effects on Literacy Skills During the Transition to School. AERA Open 4:3, pages 233285841879879.
Crossref
Crossref
Tanya S. Wright & Gina N. Cervetti. (2017) A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension. Reading Research Quarterly 52:2, pages 203-226.
Crossref
Crossref
Todd Grindal, Jocelyn Bonnes Bowne, Hirokazu Yoshikawa, Holly S. Schindler, Greg J. Duncan, Katherine Magnuson & Jack P. Shonkoff. (2016) The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review 70, pages 238-249.
Crossref
Crossref
Katherine A. Magnuson, Robert Kelchen, Greg J. Duncan, Holly S. Schindler, Hilary Shager & Hirokazu Yoshikawa. (2016) Do the effects of early childhood education programs differ by gender? A meta-analysis. Early Childhood Research Quarterly 36, pages 521-536.
Crossref
Crossref
Eva Marinus, Kate Nation & Peter F. de Jong. (2015) Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch. Journal of Experimental Child Psychology 139, pages 127-147.
Crossref
Crossref
Stephen W. RaudenbushRobert D. Eschmann. (2015) Does Schooling Increase or Reduce Social Inequality?. Annual Review of Sociology 41:1, pages 443-470.
Crossref
Crossref
Dana L. Byrd, Erin T. Reuther, Joseph P. H. McNamara, Teri L. DeLucca & William K. Berg. (2015) Age differences in high frequency phasic heart rate variability and performance response to increased executive function load in three executive function tasks. Frontiers in Psychology 5.
Crossref
Crossref
Patricia F. Vadasy & Elizabeth A. Sanders. (2014) Incremental learning of difficult words in story contexts: the role of spelling and pronouncing new vocabulary. Reading and Writing 28:3, pages 371-394.
Crossref
Crossref
Tanya S. Wright & Susan B. Neuman. (2014) Paucity and Disparity in Kindergarten Oral Vocabulary Instruction. Journal of Literacy Research 46:3, pages 330-357.
Crossref
Crossref
Hilary M. Shager, Holly S. Schindler, Katherine A. Magnuson, Greg J. Duncan, Hirokazu Yoshikawa & Cassandra M. D. Hart. (2013) Can Research Design Explain Variation in Head Start Research Results? A Meta-Analysis of Cognitive and Achievement Outcomes. Educational Evaluation and Policy Analysis 35:1, pages 76-95.
Crossref
Crossref
Tanya S. Wright & Susan B. Neuman. (2013) Vocabulary Instruction in Commonly Used Kindergarten Core Reading Curricula. The Elementary School Journal 113:3, pages 386-408.
Crossref
Crossref
Tanya S. Wright. (2012) What Classroom Observations Reveal About Oral Vocabulary Instruction in Kindergarten. Reading Research Quarterly 47:4, pages 353-355.
Crossref
Crossref
J. Ron Nelson, Patricia F. Vadasy & Elizabeth A. Sanders. (2011) Efficacy of a Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention With Kindergarten Spanish-Speaking English Learners. Journal of Literacy Research 43:2, pages 184-211.
Crossref
Crossref
Anna Cunningham & Julia Carroll. (2011) Age and schooling effects on early literacy and phoneme awareness. Journal of Experimental Child Psychology 109:2, pages 248-255.
Crossref
Crossref
Lori E. Skibbe, Carol McDonald Connor, Frederick J. Morrison & Abigail M. Jewkes. (2011) Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly 26:1, pages 42-49.
Crossref
Crossref
Patrick M. O’Leary, Mary K. Cockburn, Douglas R. Powell & Karen E. Diamond. (2010) Head Start Teachers’ Views of Phonological Awareness and Vocabulary Knowledge Instruction. Early Childhood Education Journal 38:3, pages 187-195.
Crossref
Crossref
Annemarie H. Hindman, Lori E. Skibbe, Alison Miller & Marc Zimmerman. (2010) Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade. Early Childhood Research Quarterly 25:2, pages 235-250.
Crossref
Crossref
Gail Kearns & Andrew Biemiller. (2017) Two-Questions Vocabulary Assessment: Developing a New Method for Group Testing in Kindergarten through Second Grade. Journal of Education 190:1-2, pages 31-41.
Crossref
Crossref
Stephen W. Raudenbush. (2009)
The
Brown
Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s Potential
. Educational Researcher 38:3, pages 169-180.
Crossref
Crossref
Andrew Biemiller & Catherine Boote. (2006) An effective method for building meaning vocabulary in primary grades.. Journal of Educational Psychology 98:1, pages 44-62.
Crossref
Crossref
Helen Abadzi, Luis Crouch, Marcela Echegaray, Consuelo Pasco & Jessyca Sampe. (2005) Monitoring Basic Skills Acquisition through Rapid Learning Assessments: A Case Study From Peru. PROSPECTS 35:2, pages 137-156.
Crossref
Crossref
Helen Abadzi. (2004) Education for all or Just the Smartest Poor?. PROSPECTS 34:3, pages 271-289.
Crossref
Crossref
Frederick J Morrison & Carol McDonald Connor. (2002) Understanding Schooling Effects on Early Literacy: A Working Research Strategy. Journal of School Psychology 40:6, pages 493-500.
Crossref
Crossref