Low-Income Children's School Readiness: Parent Contributions Over the First Five Years

By Rachel Chazan-Cohen, H. Raikes, Jeanne Brooks-Gunn, C. Ayoub, B. Pan, E. Kisker, L. Roggman, Allison Sidle Fuligni. 2009

196 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/fa70a4fb78068f7f6cc591553b9012d00722f878

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. Megan M. McClelland
2. S. Wanless
3. A. Acock
4. Shauna L. Tominey
5. Frances L. Van Voorhis
6. J. Epstein
7. C. Lloyd
8. M. Maier

In Education

1. Megan M. McClelland
2. S. Wanless
3. Shauna L. Tominey
4. A. Acock
5. Frances L. Van Voorhis
6. J. Epstein
7. C. Lloyd
8. M. Maier

In Pediatrics, Perinatology and Child Health

1. Shauna L. Tominey
2. Megan M. McClelland
3. S. Wanless
4. A. Acock

Citations in the corpus

• The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, background): “…a cognitive stimulation model, which suggests that families with low incomes have more difficulty investing in the materials and experiences that would stimulate children’s learning (Bradley et al., 1989; Chazan-Cohen et al., 2009; Haveman & Wolfe, 1994; Linver, Brooks-Gunn, & Kohen, 2002).”
• Why poor children are more likely to become poor readers: the early years (2014, background): “The relationship between socio-economic status and early HLE is not perfect, however; wide variations have been found in early HLE quality between households with similar socio-economic characteristics (Bracken and Fischel 2008; Chazan-Cohen et al. 2009; Milne and Plourde 2006).”
• Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) in Diverse Ethnic Groups (2013, background): “The overall supportiveness of parenting interactions during infancy and early childhood, including both cognitive and social aspects, contributes to children’s later developmental outcomes that indicate readiness to succeed in school (Chazan-Cohen et al., 2009).”
• The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, methodology): “• More positive preschool and kindergarten emotion regulation (for example, sharing, developing confidence, behaving appropriately in different contexts, and other self-regulated social behaviors) (Chazan-Cohen et al., 2012; Hindman and Morrison, 2012; McWayne et al., 2004; Mistry et al., 2010; Rave”