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Feeding Two Birds with One Scone: How Read-Alouds in Prekindergarten Classrooms Support Socioemotional and Language Development for Children from Low-Income Homes
The (limited) use of local-level assessment system: A case study of the Head Start National Reporting System and on-going child assessments in a local program
Neighborhood economic disadvantage and children's cognitive and social-emotional development: Exploring Head Start classroom quality as a mediating mechanism
Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments
Validity of the Child Observation Record: An Investigation of the Relationship between Cor Dimensions and Social-Emotional and Cognitive Outcomes for Head Start Children
Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers’ Language Practices and Children’s Language Development from Preschool to Third Grade
Promoting Shared Cultural and Linguistic Backgrounds among Children and Families in Early Head Start/Head Start Programs
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