Submissions from 2025
STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents: The role of inclusive perceptions in self-determination, Angelina Joy, Adam Hartstone-Rose, Jerica Knox, Channing J. Mathews, Jacqueline Cerda-Smith, and Kelly Lynn Mulvey
The Significance of Trust in Fostering Meaningful Learning, Jessie L. Moore, Sophie Miller, Buffie Longmire-Avital, Eric Hall, Ellery Ewell, and Christina Wyatt
Submissions from 2024
What does a scientist look like? Children's perceptions of scientist gender and skin tone, Angelina Joy, Channing J. Mathews, Adam Hartstone-Rose, and Kelly Lynn Mulvaney
Submissions from 2023
The influence of critical friendships on secondary student teachers engaged in collaborative action research, Brenda Capobianco, Veronica McCauley, and Paul Flynn
Corrigendum: Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions, Brianna L. Devlin, Tanya M. Paes, Elyssa A. Geer, Lindsey M. Bryant, Tracy M. Zehner, Irem Korucu, Kathleen Morse, Robert Duncan, David J. Purpura, and Sara A. Schmitt
Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions, Brianna L. Devlin, Tanya M. Paes, Elyssa A. Geer, Lindsey M. Bryant, Tracy M. Zehner, Irem Korucu, Kathleen Morse, Robert Duncan, David J. Purpura, and Sara A. Schmitt
Factor structure of school readiness skills: conceptual vs. statistical distinctions, Robert Duncan, Kirsten L. Anderson, Jennifer Finders, David J. Purpura, and Sara A. Schmitt
Additive and synergistic relations of early mother–child and caregiver–child interactions and socioeconomic outcomes in adulthood, Robert Duncan, Inga Nordgren, Sara A. Schmitt, and Deborah Lowe Vandell
Goldilocks and the home mathematics environment: Parents' rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development, Patrick Ehrman, Alexa Ellis, and David J. Purpura
International comparisons of the home mathematics environment and relations with children's mathematical achievement, Alexa Ellis, Jimena Cosso, Robert Duncan, María Inés Susperreguy, Victoria Simms, and David J. Purpura
Sources of Misinterpretation in the Input and Their Implications for Language Intervention With English-Speaking Children, Laurence B. Leonard, Patricia Deevy, Shelley L. Bredin-Oja, and Mariel L. Schroeder
The study of children with developmental language disorder beyond English: a tutorial, Laurence B. Leonard and Mariel L. Schroeder
Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?, Connor D. O'Rear, Erica L. Zippert, Patrick Ehrman, Lauren Westerberg, Christopher J. Lonigan, and David J. Purpura
Submissions from 2022
Early Elementary Students’ Use of Shape and Location Schemas When Embedding and Disembedding, Laura Bofferding, Lizhen Chen, Sezai Kocabas, and Mahtob Aqazade
Predictors of preschool language environments and their relations to children's vocabulary, Robert Duncan, Kirsten L. Anderson, Yemimah A. King, Jennifer Finders, Sara A. Schmitt, and David J. Purpura
The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder, Laurence B. Leonard, Patricia Deevy, Eilseen Haebig, Jeffrey D. Karpicke, and Christine Weber
Submissions from 2021
Second and Fifth Graders’ Use of Knowledge-Pieces and Knowledge-Structures When Solving Integer Addition Problems, Mahtob Aqazade and Laura Bofferding
Moving towards accurate and early prediction of language delay with network science and machine learning approaches, Arielle Borovsky, Donna Thal, and Laurence B. Leonard
Developing a Rigorous Measure of the Pre-School Home Mathematics Environment, Abbie Cahoon, Tony Cassidy, David J. Purpura, and Victoria Simms
Elementary Preservice Teachers’ Trajectories for Appropriating Engineering Design–Based Science Teaching, Brenda Capobianco and Jeffrey Radloff
Facilitating Preservice Elementary Science Teachers’ Shift from Learner to Teacher of Engineering Design-Based Science Teaching, Brenda Capobianco, Jeffrey Radloff, and Jenna Clingerman
Conceptual Replication and Extension of the Relation Between the Number Line Estimation Task and Mathematical Competence Across Seven Studies, Alexa Ellis, María Inés Susperreguy, David J. Purpura, and Pamela E. Davis-Kean
Variability in Preschool CLASS Scores and Children’s School Readiness, Jennifer Finders, Adassa Budrevich, Robert Duncan, David J. Purpura, James Elicker, and Sara A. Schmitt
Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes, Jennifer K. Finders, Robert J. Duncan, Irem Korucu, Lindsey B. Bryant, David J. Purpura, and Sara A. Schmitt
Simulating the Acquisition of Verb Inflection in Typically Developing Children and Children With Developmental Language Disorder in English and Spanish, Daniel Freudenthal, Michael Ramscar, Laurence B. Leonard, and Julian M. Pine
Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective, Caroline Byrd Hornburg, Giulia A. Borriello, Melody Kung, Joyce Lin, Ellen C. Litkowski, Jimena Cosso, Alexa Ellis, Yemimah A. King, Erica Zippert, Natasha J. Cabrera, Pamela Davis-Kean, Sarah Eason, Sara A. Hart, Iheoma U. Iruka, Jo-Anne LeFevre, Victoria Simms, María Inés Susperreguy, Abbie Cahoon, Winnie Wai Lan Chan, Sum Kwing Cheung, Maria Coppola, Bert De Smet, Leanne Elliott, Nancy Estévez-Pérez, Thomas Gallagher-Mitchell, Nicole Gardner-Neblett, Camilla Gilmore, Diana Leyva, Erin A. Maloney, George Manolitsis, Gigliana Melzi, Belde Mutaf-Yıldız, Gena Nelson, Frank Niklas, Yuejuan Pan, Geetha B. Ramani, Sheri-Lynn Skwarchuk, Susan Sonnenschein, and David J. Purpura
Impaired Audiovisual Representation of Phonemes in Children with Developmental Language Disorder, Natalya Kaganovich, Jennifer Schumaker, and Sharon L. Christ
A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder, Laurence B. Leonard, Sharon L. Christ, Patricia Deevy, Jeffrey D. Karpicke, Christine Weber, Eileen Haebig, Justin Kueser, Sofía Souto, and Windi Krok
Characteristics Related to Parent-Child Literacy and Numeracy Practices in Preschool, Amy R. Napoli, Irem Korucu, Joyce Lin, Sara A. Schmitt, and David J. Purpura
Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020), David J. Purpura, Ellen C. Litkowski, Robert Duncan, and Jessica A.R. Logan
Commentary on Ellis et al. (2021), Sara A. Schmitt, G. John Geldhof, David J. Purpura, Robert Duncan, and Megan M. McClelland
Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function, Dieuwer ten Braak, Ragnhild Lenes, David J. Purpura, Sara A. Schmitt, and Ingunn Størksen
Submissions from 2020
Construct-Specific and Timing-Specific Aspects of the Home Environment for Children’s School Readiness, Yemimah A. King, Robert Duncan, German Posada, and David J. Purpura
Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers, Laurence B. Leonard and Patricia Deevy
Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills, David J. Purpura, Yemimah A. King, Emily Rolan, Caroline Byrd Hornburg, Sara A. Schmitt, Sara A. Hart, and Colleen M. Ganley
Elementary Teachers’ Responsiveness to Supporting Students’ Engineering Design Feedback, Jeffrey Radloff and Brenda Capobianco
Ultra-rapid development and deployment of a family resilience program during the COVID-19 pandemic: Lessons learned from Families Tackling Tough Times Together, Yumary Ruiz, Shelley MacDermid Wadsworth, Cézanne M. Elias, Kristine Marceau, Megan L. Purcell, Thomas S. Redick, Elizabeth A. Richards, and Elizabeth Schlesinger-Devlin
Submissions from 2019
Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds, Megan McClelland, Shauna L. Tominey, Sara A. Schmitt, Bridget E. Hatfield, David J. Purpura, Christopher R. Gonzalez, and Alexis N. Tracy
Submissions from 2017
Characterizing elementary teachers’ enactment of high-leverage practices through engineering design-based science instruction, Brenda Capobianco, Jacqueline DeLisi, and Jeffrey Radloff
Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence, Eileen Haebig, Kristine Weber, Laurence B. Leonard, Patricia Deevy, and J. Bruce Tomblin
Reciprocal relations between syntax and tense/agreement morphology in children’s interpretation of input: A look at children with specific language impairment, Laurence B. Leonard
Submissions from 2016
Understanding the home math environment and its role in predicting parent report of children's math skills, Sara Ann Hart, Colleen M. Ganley, and David J. Purpura
Atypical audiovisual word processing in school-age children with a history of specific language impairment: an event-related potential study, Natalya Kaganovich, Jennifer Schumaker, and Courtney Rowland
Fostering First Graders' Reasoning Strategies with Basic Sums: The Value of Guided Instruction, David J. Purpura, Arthur J. Baroody, Michael D. Eiland, and Erin E. Reid
Submissions from 2011
Input distribution influences degree of auxiliary use by children with specific language impairment, Laurence B. Leonard and Patricia Deevy
Submissions from 2003
The use and productivity of verb morphology in specific language impairment: an examination of Swedish, Kristina Hansson and Laurence B. Leonard