High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners

By Noreen Yazejian, D. Bryant, K. Freel, Margaret R. Burchinal. 2015

100 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/371326b7bf0d11f4ca53c2de79af46e35008c4ed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Hoff
2. K. Diamond
3. Meredith Rowe
4. I. Schwartz

In Education

1. Meredith Rowe
2. E. Hoff
3. Dale Walker
4. S. Goldin‐Meadow
5. K. Diamond
6. Susan C. Levine
7. Catherine S. Tamis-LeMonda
8. T. Cristofaro

Citations in the corpus

• Language intervention research in early childhood care and education: A systematic survey of the literature (2020, background): “There is substantial evidence for the buffering or protective ffects of high-quality child care/early learning programs for chilren who experience poverty-related risks for social-emotional, anguage and academic outcomes (e.g., Burchinal et al., 2006; ampbell et al., 2012; Family Life Project Key In”