Specific and general language performance across early childhood: Stability and gender considerations

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Early vocabulary development: The importance of joint attention and parent-child book reading (2012, background): “These include biological/neurological differences as well as gender differences in interests and stereotypes, identification and modelling, and opportunities to learn (Bornstein et al., 2004).”
Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “In a study of children between 1 and 6 years of age and thus during the important transition from preschool to elementary school, Bornstein, Hahn, and Haynes (2004) found moderate to strong stability to characterize the individual differences observed in the children’s lexical development.”
Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes (2010, background): “This difference persists in preschool (for example with reference to early literacy skills, Treiman, Levin, & Kessler, 2007), but disappears gradually by first grade ( Bornstein, Hahn, & Haynes, 2004, for a comprehensive review on language development, see Owens, 2008).”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, background): “Research shows that brain development differs between boys and girls: The lateralization of language to the left hemisphere happens earlier among girls ( Bornstein, Hahn, & Haynes, 2004 ).”