National Academies Press: OpenBook
« Previous: 11 Guidance on Outcomes and Assessments
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 377
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 378
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 379
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 380
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 381
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 382
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 383
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 384
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 385
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 386
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 387
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 388
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 389
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 390
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 391
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 392
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 393
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 394
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 395
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 396
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 397
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 398
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 399
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 400
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 401
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 402
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 403
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 404
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 405
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 406
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 407
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 408
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 409
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 410
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 411
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 412
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 413
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 414
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 415
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 416
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 417
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 418
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 419
Suggested Citation:"References." National Research Council. 2008. Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press. doi: 10.17226/12446.
×
Page 420

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

References SUMMARY National Education Goals Panel. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. Washington, DC: Author. Chapter 1 National Research Council. (2001). Eager to learn: Educating our preschoolers. Committee on Early Childhood Pedagogy, B.T. Bowman, M.S. Donovan, and M.S. Burns (Eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Chapter 2 Brown, G., Scott-Little, C., Amwake, L., and Wynn, L. (2007). A review of methods and instruments used in state and local school readiness evaluations. (Issues and Answers Report, REL 2007–No. 004.) Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. 377

378 EARLY CHILDHOOD ASSESSMENT Center on Education Policy. (2007). Reading first: Locally appreciated, nationally troubled. Washington, DC: Author. Coleman, M.R., Buysse, V., and Neitzel, J. (2006). Recognition and response: An early intervening system for children at-risk for learning disabilities. Chapel Hill: University of North Carolina, FPG Child Development Institute. Council of Chief State School Officers. (2003a). Building an assessment system to support successful early learners: The role of child assessment in program evaluation and improvement. Washington, DC: Author. Available: http://www. ccsso.org/Projects/scass/projects/early_childhood_education_assessment_ consortium/publications_and_products/3002.cfm [accessed August 2008]. Council of Chief State School Officers. (2003b). Key considerations building an assessment system to support successful early learners: Overview (fact sheet). Washington, DC: Author. Available: http://www.ccsso.org/Projects/scass/ projects/early_childhood_education_assessment_consortium/publications_ and_products/3002.cfm [accessed August 2008]. Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Missoula, MT: Author. Dodge, D.T., Heroman, C., Charles, J., and Maiorca, J. (2004). Beyond outcomes: How ongoing assessment supports children’s learning and leads to meaningful curriculum. Young Children, 59(1), 20-28. Education Commission of the States. (2005, February). Access to kindergarten: Age issues in state statutes. Available: http://www.ecs.org/clearinghouse/58/27/5827.doc [accessed February 1, 2008]. Fuchs, D., and Fuchs, L.S. (2006). Introduction to responsiveness to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 92-99. Graue, E. (2006). The answer is readiness—Now what is the question? Early Education and Development, 17(1), 43-56. Meisels, S.J. (1987). Uses and abuses of developmental screening and school readiness testing. Young Children, 42(2), 68-73. National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation. Washington, DC: National Association for the Education of Young Children. National Association of Early Childhood Specialists in State Departments of Education. (2000). Still! Unacceptable trends in kindergarten entry and placement: A position statement. Available: http://naecs.crc.uiuc.edu/position/trends2000. html [accessed February 1, 2008]. National Early Childhood Accountability Task Force. (2007). Taking stock: Assessing and improving early childhood learning and program quality. Philadelphia: Author. National Research Council. (1998). Preventing reading difficulties in young children. Committee on the Prevention of Reading Difficulties in Young Children, C.E. Snow, M.S. Burns, and P. Griffin (Eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

REFERENCES 379 Neisworth, J., and Bagnato, S. (2005). DEC recommended practices: Assessment. In S. Sandall, M.L. Hemmeter, M. McLean, and B.J. Smith (Eds.), DEC recommended practices book: A comprehensive guide for practical application in early intervention/early childhood special education (pp. 45-70). Longmont, CO: Sopris West. Shepard, L.A. (1997). Children not ready to learn? The invalidity of school readiness testing. Psychology in the Schools, 34(2), 85-97. Shepard, L.A., and Smith, M.L. (1986). Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 44(3), 78-86. Shepard, L., Kagan, S.L., and Wurtz, C. (1998). Principles and recommendations for early childhood assessments. Goal 1 Early Childhood Assessments Resource Group. Washington, DC: National Education Goals Panel. VanDerHayden, A.M., and Snyder, P. (2006). Integrating frameworks from early childhood intervention and school psychology to accelerate growth for all children. School Psychology Review, 35(4), 519-534. Chapter 3 Ackerman, D.J., and Barnett, W.S. (2006). Increasing the effectiveness of preschool programs. Preschool Policy Brief, 11. American Educational Research Association. (2005). Letter to Congress. Washington, DC: Author. Council of Chief State School Officers and Early Childhood Education Assessment Consortium. (2003a). Key considerations: Building a system of standards to support successful early learners: The relationship between early learning standards, program standards, program quality measures and accountability. Washington, DC: Author. Council of Chief State School Officers and Early Childhood Education Assessment Consortium. (2003b). Matrix of state early learning standards. Washington, DC: Author. Council of Chief State School Officers and Early Childhood Education Assessment Consortium. (2007). The words we use: A glossary of terms for early childhood education standards and assessment. Available: http://www.ccsso.org/Projects/ scass/projects/early_childhood_education_assessment_consortium/ publications_and_products/2892.cfm [accessed February 2008]. Gilliam, W.S., and Zigler, E.F. (2001). A critical meta-analysis of all impact evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15, 441-473. Hatch, J.A. (2001). Accountability shove down: Resisting the standards movement in early childhood education. Phi Delta Kappan, 83(6), 457-462. High/Scope Educational Research Foundation. (2002). Making validated educational models central in preschool standards. Ypsilanti, MI: Author. High/Scope Educational Research Foundation. (in press). Michigan school readiness program evaluation, grades 6-8 follow-up. Ypsilanti, MI: Author.

380 EARLY CHILDHOOD ASSESSMENT Kagan, S.L., Moore, E., and Bredekamp, S. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. National Education Goals Panel Goal 1 Technical Planning Group. Washington, DC: U.S. Government Printing Office. McKey, R.H., and Tarullo, L. (1998). Ensuring quality in Head Start: The FACES Study. The Evaluation Exchange, 4(1). Meisels, S.J., Barnett, W.S., Espinosa, L., Kagan, S.L., et al. (2003). Letter to U.S. representatives concerning implementation of the National Reporting System. Available: http://www.nhsa.org/download/research/headstart letterforsenate.doc [accessed July 2008]. National Association for the Education of Young Children. (2006). NAEYC accreditation criteria. Available: http://www.naeyc.org/academy/NAEYC AccreditationCriteria.asp [accessed February 2008]. National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (2002). Early learning standards: Creating the conditions for success. Washington, DC: Author. National Early Childhood Accountability Task Force. (2007). Taking stock: Assessing and improving early childhood learning and program quality. Philadelphia: Author. National Institute for Early Education Research. (2005). The effects of the Michigan School Readiness Program on young children’s abilities at kindergarten entry. Rutgers, NJ: Author. National Research Council. (1998). Preventing reading difficulties in young children. Committee on the Prevention of Reading Difficulties in Young Children, C.E. Snow, M.S. Burns, and P. Griffin (Eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2001). Eager to learn: Educating our preschoolers. Committee on Early Childhood Pedagogy, B.T. Bowman, M.S. Donovan, and M.S. Burns (Eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Pre-kindergarten Standards Panel. (2002). Pre-kindergarten standards: Guidelines for teaching and learning. New York: McGraw-Hill. Shepard, L., Kagan, S.L., and Wurtz, E. (1998). Principles and recommendations for early childhood assessments. National Education Goals Panel Goal 1 Early Childhood Assessments Resource Group. Washington, DC: National Education Goals Panel. U.S. Department of Health and Human Services, Administration for Children and Families. (2000). Head Start child outcomes framework. Washington, DC: Author.

REFERENCES 381 U.S. Department of Health and Human Services, Administration for Children and Families. (2002). Child care and development fund: Report of state plans FY 2002-2003. Washington, DC: Author. U.S. Department of Health and Human Services, Administration for Children and Families. (2003). Head Start child outcomes: Setting the context for the National Reporting System. Head Start Bulletin, 76. Available: http://eclkc.ohs. acf.hhs.gov/hslc/ecdh/eecd/Assessment/Child%20Outcomes/edudev_art_ 00090_080905.html [accessed August 2008]. U.S. Department of Health and Human Services, Administration for Children and Families. (2006a). Head Start performance measures center: Family and child experiences survey (FACES 2000). (Technical report.) Washington, DC: Author. U.S. Department of Health and Human Services, Administration for Children and Families. (2006b). NRS social-emotional development rating webcast transcript. Washington, DC: Author. U.S. Department of Health and Human Services, Administration for Children and Families. (2006c). Research to practice: Program performance measures for Head Start programs serving infants and toddlers. Available: http://www.acf.hhs. gov/programs/opre/ehs/perf_measures/reports/prgm_perf_measures/ perf_meas_4pg.html [accessed March 2008]. U.S. Government Accountability Office. (2005). Head Start: Further development could allow results of new test to be used for decision making. Washington, DC: Author. White House. (2002). Good start, grow smart: The Bush administration’s early childhood initiative. Washington, DC: Executive Office of the President. Part II Kagan, S.L., Moore, E., and Bredekamp, S. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. National Education Goals Panel Goal 1 Technical Planning Group. Washington, DC: U.S. Government Printing Office. McCartney, K., and Phillips, D. (Eds.). (2006). Handbook of early childhood development. Malden, MA: Blackwell. National Education Goals Panel. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. Washington, DC: Author. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

382 EARLY CHILDHOOD ASSESSMENT Chapter 4 Als, H., Butler, S., Kosta, S., and McAnulty, G. (2005). The assessment of preterm infants’ behavior (APIB): Furthering the understanding and measurement of neurodevelopmental competence in preterm and full-term infants. Mental Retardation and Developmental Disability Research Review, 11, 94-102. Als, H., Gilkerson, L., Duffy, F.H., McAnulty, G.B., Buehler, D.M., Vandenberg, K., Sweet, N., Sell, E., Parad, R.B., Ringer, S.A., Butler, S.C., Blickman, J.G., and Jones, K.J. (2003). A three-center, randomized, controlled trial of individualized developmental care for very low birth weight preterm infants: Medical, neurodevelopmental, parenting and caregiving effects. Journal of Developmental and Behavioral Pediatrics, 24(6), 399-408. American Academy of Pediatrics. (1996). Eye examination and vision screening in infants, children and young adults. Pediatrics, 98(1), 153-157. American Academy of Pediatrics. (2003). Iron deficiency. In Pediatric nutrition handbook (5th ed.). Elk Grove, IL: Author. American Academy of Pediatrics. (2005). Lead exposure in children: Prevention, detection, and management. Pediatrics, 16(4), 1036-1046. American Academy of Pediatrics, Committee on Children with Disabilities. (2001). Developmental surveillance and screening of infants and young children. Pediatrics, 108(1), 192-196. American Academy of Pediatrics, Council on Children with Disabilities. (2006). Identifying infants and young children with developmental disorders in the medical home: An algorithm for developmental surveillance and screening. Pediatrics, 118(1), 405-420. Bagnato, S.J., Neisworth, J.T., Salvia, J.J., and Hunt, F.M. (1999). Temperament and Atypical Behavior Scale (TABS): Early childhood indicators of developmental dysfunction. Baltimore, MD: Brookes. Baird, G., Charman, T., Baron-Cohen, S., Cox, A., Swettenham, J., Wheelwright, S., and Drew, A. (2000). Screening for autism at 18 months of age: 6-year follow- up study. Journal of the American Academy of Child and Adolescent Psychiatry, 39(3), 694-702. Banks, E.C., Ferrittee, L.E., and Shucard, D.W. (1997). Effects of low-level lead exposure on cognitive function in children: A review of behavioral, neuropsychological and biological evidence. Neurotoxicology, 18, 237-281. Bates, J.E., Freeland, C.A., and Lounsbury, M.L. (1979). Measurement of infant difficultness. Child Development, 50, 794-803. Beeghly, M., Brazelton, T.B., Flannery, K.A., Nugent, J.K., Barrett, D.E., and Tronick, E.Z. (1995). Specificity of preventative pediatric intervention effects in early infancy. Journal of Developmental and Behavioral Pediatrics, 16, 158-166. Biondich, P.G., Downs, S.M., Carroll, A.E., Laskey, A.L., Liu, G.C., Rosenman, M., Wang, J., and Swigonski, N.L. (2006). Shortcomings in infant iron deficiency screening methods. Pediatrics, 117(2), 290-294. Blake, P.E., and Hall, J.W. (1990). The status of state-wide policies for neonatal hearing screening. Journal of the American Academy of Audiology, 1, 67-74.

REFERENCES 383 Botkin, J.R. (2004). Research for newborn screening: Developing a national framework. Pediatrics, 116, 862-871. Brazelton, T.B., and Nugent, J.K. (1995). The Neonatal Behavioral Assessment Scale. Cambridge, England: MacKeith Press. Buros Institute of Mental Measurements. (2007). The seventeenth mental measure­ ments yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Camp, B.W. (2007). Evaluating bias in validity studies of developmental/ behavioral screening tests. Journal of Developmental & Behavioral Pediatrics, 28(3), 234-240. Capute, A.J., and Shapiro, B.K. (1985). The motor quotient: A method for the early detection of motor delay. American Journal of the Diseases of Children, 98, 692-697. Carroll, A.E., and Downs, S.M. (2005). Comprehensive cost-utility analysis of newborn screening strategies. Pediatrics, 117, S287-S295. Centers for Disease Control and Prevention. (2007). Tested and confirmed elevated blood lead levels by state, year, and blood lead level group for children < 72 mos. Atlanta: Author. Available: http://www.cdc.gov/nceh/lead/surv/stats.htm [accessed October 2008]. Chandler, L., Andrews, M., and Swanson, M. (1980). The movement assessment of infants: A manual. Rolling Bay, WA: Infant Movement Research. Child Trends. (2004). Early childhood measures profiles. Washington, DC: Author. Clarke-Stewart, K.A., Fitzpatrick, M.J., Allhusen, F.D., and Goldberg, W.A. (2000). Measuring difficult temperament the easy way. Journal of Developmental and Behavioral Pediatrics, 21, 207-220. Coplan, J. (1993). Early language milestone scale. Austin, TX: Pro-Ed. Das Eiden, R., and Reifman, A. (1996). Effects of Brazelton demonstrations on later parenting: A meta-analysis. Journal of Pediatric Psychology, 21(6), 857-868. Dumont-Mathieu, T., and Fine, D. (2005). Screening for autism in young children: The Modified Checklist for Autism in Toddlers (M-CHAT) and other measures. Mental Retardation and Developmental Disabilities Research Review, 11, 253-262. Emory, E.K., and Walker, E.F. (1982). Relationship between birth weight and neonatal behavior. In L.P. Lipsitt and T.M. Field (Eds.), Infant behavior and development: Perinatal risk & newborn behavior (pp. 21-31). New York: Ablex. Emory, E.K., Ansari, Z., Pattillo, R., Archibold, E., and Chevalier, J. (2003). Maternal blood lead effects on infant intelligence at age 7 months. American Journal of Obstetrics and Gynecology, 188, S26-S32. Emory, E.K., Pattillo, R., Archibold, E., Bayorh, M., and Sung, F. (1999). Neurobehavioral effects of low-level lead exposure in human neonates. American Journal of Obstetrics and Gynecology, 181, S2-S11. Emory, E.K., Tynan, W.D., and Davé, R. (1989). Neurobehavioral anomalies in neonates with seizures. Journal of Clinical and Experimental Neuropsychology, 11(2), 231-240. Emory, E.K., Walker, E.F., and Cruz, A. (1982). Fetal heart rate part II: Behavioral correlates. Psychophysiology, 19(6), 680-686.

384 EARLY CHILDHOOD ASSESSMENT Fisher, E.S., and Welch, H.G. (1999). Avoiding the unintended consequences of growth in medical care: How might more be worse. The Journal of the American Medical Association, 281(5), 446-453. Folio, M.R., and Fewell, R.R. (1983). Peabody developmental motor scales and activity cards: A manual. Allen, TX: DLM Teaching Resources. Freed, G.L., Nahra, T.A., and Wheeler, J.R.C. (2004). Which physicians are providing health care to America’s children? Archives of Pediatrics and Adolescent Medicine, 158, 22-26. Gilliam, W.S., Meisels, S.J., and Mayes, L. (2005). Screening and surveillance in early intervention systems. In M.J. Guralnick (Ed.), The developmental systems approach to early intervention. Baltimore, MD: Brookes. Glascoe, F.P. (2003). Parents’ evaluation of developmental status: How well do parents’ concerns identify children with behavioral and emotional problems? Clinical Pediatrics, 42, 133-138. Glascoe, F.P. (2005). Screening for developmental and behavioral problems. Mental Retardation and Developmental Disabilities Research Reviews, 11(3), 173-179. Glascoe, F.P., Martin, E.D., and Humphrey, S. (1990). A comparative review of developmental screening tests. Pediatrics, 86, 5467-5554. Grandjean, P., and Landrigan, P. (2006). Developmental neurotoxicity of indus- trial chemicals. The Lancet, 368(9553), 2167-2178. Grantham-McGregor, S. (1984). Chronic undernutrition and cognitive abilities. Human Nutrition-Clinical Nutrition, 38(2), 83-94. Gravel, J.S., Fausel, N., Liskow, C., and Chobot, J. (1999). Children’s speech recognition in noise using omni-directional and dual-microphone hearing aid technology. Ear & Hearing, 20(1), 1-11. Ireton, H. (1992). Child development inventory manual. Minneapolis, MN: Behavior Science Systems. Jacobs, S.E., Sokol, J., and Ohlsson, A. (2002). The newborn individualized developmental care and assessment program is not supported by meta- analyses of the data. Journal of Pediatrics, 140, 699-706. Johnson, J.O. (2005). Who’s minding the kids? Child care arrangements: Winter, 2002. Current Population Reports (P70-101). Washington, DC: U.S. Census Bureau. Kaye, C.I., and the Committee on Genetics. (2006). Introduction to the newborn screening fact sheets. Pediatrics, 118(3), 1304-1312. Lanphear, B.P., Dietrich, K., Auinger, P., and Cox, C. (2000). Cognitive deficits associated with blood lead concentrations, 10Mg/dl in US children and adolescents. Public Health Reports, 115, 521-529. Lanphear, B.P., Hornung, R., Ho, M., Howard, C., Eberli, S., and Knauf, D.K. (2002). Environmental lead exposure during early childhood. Journal of Pediatrics, 140, 40-47. Lloyd-Puryear, M.A., Tonniges, T., van Dyck, P.C., Mann, M.Y., Brin, A., Johnson, K., and McPherson, M. (2007). American Academy of Pediatrics Newborn Screening Task Force recommendations: How far have we come? Pediatrics, 117(5 Pt. 2), S194-S211.

REFERENCES 385 Lozoff, B., Jiminez, E., Hagen, J., Mollen, E., and Wolf, A.W. (2000). Poorer behavioral and developmental outcome more than 10 years after treatment for iron deficiency in infancy. Pediatrics, 105(4), e51. Available: http://pediatrics. aappublications.org/cgi/content/abstract/105/4/e51 [accessed August 2008]. Lozoff, B., Andraca, I.D., Castillo, M., Smith, J.B., Walter, T., and Pino, P. (2003). Behavioral and developmental effects of preventing iron-deficiency anemia in healthy full-term infants. Pediatrics, 112(4), 846-854. Mangione-Smith, R., DeCristofaro, A.H., Setodji, C.M., Keesey, J., Klein, D.J., Adams, J.L., Schuster, M.A., and McGlynn, E.A. (2007). The quality of ambulatory care delivered to children in the United States. The New England Journal of Medicine, 357(15), 1515-1523. Mathematica Policy Research. (2003). Resources for measuring services and outcomes in Head Start programs serving infants and toddlers. Princeton, NJ: Author. McCormick, M. (2008). Issues in measuring child health. Ambulatory Pediatrics, 8(2), 77-84. Moeller, M.P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106, e43. Available: http:// pediatrics.aappublications.org/cgi/content/full/106/3/e43 [accessed August 2008]. Morgan, A.M., and Aldag, J.C. (1996). Early identification of cerebral palsy using a profile of abnormal motor patterns. Pediatrics, 98(4), 692-697. National Center for Hearing Assessment and Management. (2007). Early hearing detection and intervention (EHDI) resources and information. Available: http:// www.infanthearing.org/ehdi.html [accessed July 2008]. National Research Council. (2002). Visual impairments: Determining eligibility for Social Security benefits. Committee on Disability Determination for Individuals with Visual Impairments, P. Lennie and S.B. Van Hemel (Eds.). Board on Behavioral, and Sensory Sciences, Center for Studies of Behavior and Development, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Needleman, H.L., and Gatsonis, C.A. (1990). Low-level lead exposure and the IQ of children: A meta-analysis of modern studies. The Journal of the American Medical Association, 263(2), 673-678. Newman, T.B., Browner, W.S., and Hulley, S.B. (1990). The case against childhood cholesterol screening. The Journal of the American Medical Association, 264, 3039- 3043. Piper, M.C., and Darrah, J. (1994). Motor assessment of the developing infant. Philadelphia: W.B. Saunders.

386 EARLY CHILDHOOD ASSESSMENT Putnam, S.P., and Rothbart, M.K. (2006). Development of short and very short forms of the children’s behavior questionnaire. Journal of Personality Assessment, 87, 102-112. Rutter, M., Bailey, A., and Lord, C. (2003). The social and communication question- naire (SCQ) manual. Los Angeles, CA: Western Psychological Services. Schulze, A., Lindner, M., Kohlmuller, D., Olgemoller, K., Mayatepek, E., and Hoffman, G.F. (2003). Expanded newborn screening for inborn errors of metabolism by electrospray ionization-tandem mass spectrometry: Results, outcome, and implications. Pediatrics, 111, 1399-1406. Shepherd, P.A., and Fagan, J.F. (1981). Visual pattern detection and recognition memory in children with profound mental retardation. In N.R. Ellis (Ed.), International review of research in mental retardation. New York: Academic Press. Siegel, B. (2004). Pervasive developmental disorders screening test-II (PDDST-II). Early childhood screener for autistic spectrum disorders. San Antonio, TX: Harcourt Assessment. Simpson, L., Owens, P., Zodet, M., Chevarley, F., Dougherty, D., Elixhauser, A., and McCormick, M.C. (2005). Health care for children and youth in the United States: Annual report on patterns of coverage, utilization, quality, and expenditures by income. Ambulatory Pediatrics, 5(1), 45-46. Stone, W.I., Coonrod, E.E., and Ousley, O.Y. (2000). Brief report: Screening tool for autism in two-year-olds (STAT): Development and preliminary data. Journal of Autism and Developmental Disorders, 30, 607-701. Teti, D.M., and Gelfand, D.M. (1997). The preschool assessment of attachment: Construct validity in a sample of depressed and nondepressed families. Development and Psychopathology, 9, 517-536. Tronick, E.Z. (1987). The Neonatal Behavioral Assessment Scale as a biomarker of the effects of environmental agents on the newborn. Environmental Health Perspectives, 74, 185-189. U.S. Department of Health and Human Services, National Center for Health Statistics. (1981). National health interview survey-1981 child health supplement. Washington, DC: Author. U.S. Preventive Services Task Force. (2001). Guide to clinical preventive services. Washington, DC: Office of Disease Prevention and Health Promotion. U.S. Preventive Services Task Force. (2004). Screening for visual impairment in children younger than age 5 years: Update of the evidence. Rockville, MD: Agency for Healthcare Research and Quality. Available: http://www.ahrq.gov/clinic/ uspstf/uspsvsch.htm [accessed July 2008]. U.S. Preventive Services Task Force. (2006). Screening for iron deficiency anemia— Including iron supplementation for children and pregnant women. Washington, DC: Office of Disease Prevention and Health Promotion. Voigt, R.G., Brown, F.R., Fraley, J.K., Liorente, A.M., Rozelle, J., Turcich, M., Jensen, C.L., and Heird, W.C. (2003). Concurrent and predictive validity of the Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) and the mental developmental index of the Bayley Scales of Infant Development. Clinical Pediatrics, 42(5), 427-432.

REFERENCES 387 Wasserman, R., Croft, C., and Brotherton, S. (1992). Preschool vision screening in pediatric practice: A study from the Pediatric Research in Office Settings (PROS) network. Pediatrics, 89(5 Pt. 1), 834-838. Wetherby, A.M., and Prizant, B.M. (2002). Communication and symbolic behavior scales: Developmental profile. Baltimore, MD: Brookes. Widerstrom, A. (1999). Newborns and infants at risk for or with disabilities. In A. Widerstrom, B. Mowder, and S. Sandall (Eds.), Infant development and risk (2nd ed., pp. 3-24). Baltimore, MD: Brookes. Wilson, J.M.G., and Jungner, G. (1968). Principles and practice of screening for diseases. Geneva: World Health Organization. Wyly, M.V. (1997). Infant assessment. Boulder, CO: Westview Press. Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., and Mehl, A.L. (1998). Language of early- and later-identified children with hearing loss. Pediatrics, 102, 1161- 1171. Zafeieriou, D.I. (2003). Primitive reflexes and postural reactions in the neuro­ developmental examination. Pediatric Neurology, 31, 1-8. Chapter 5 Alexander, P.A., White, C.S., and Daugherty, M. (1997). Analogical reasoning and early mathematics learning. In L.D. English (Ed.), Mathematical reasoning: Analogies, metaphors, and images (pp. 117-147). Mahwah, NJ: Lawrence Erlbaum Associates. American Academy of Pediatrics. (2005). Lead exposure in children: Prevention, detection, and management. Pediatrics, 16(4), 1036-1046. American Institutes for Research. (2005). Reassessing U.S. international mathematics performance: New findings from the TIMSS and PISA. Washington, DC: Author. American Psychological Association Task Force on Intelligence. (1996). Intelligence: Knowns and unknowns. Washington, DC: Author. Barone, T. (2001). The end of the terror: On disclosing the complexities of teaching. Curriculum Inquiry, 31(1), 89-102 Bayley, N. (2005). Bayley Scales of Infant and Toddler Development. San Antonio, TX: Psychological Corporation. Bear, D.R., Invernizzi, M., Templeton, S., and Johnston, F. (1999). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice Hall. Beck, I., McKeown, M., and Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press. Becker, J. (1989). Preschoolers’ use of number words to denote one-to-one correspondence. Child Development, 60, 1147-1157. Bierman, K.L., and Erath, S.A. (2006). Promoting social competence in early childhood: Classroom curricula and social skills coaching programs. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development. Malden, MA: Blackwell.

388 EARLY CHILDHOOD ASSESSMENT Bierman, K.L., Domitrovich, C.E., Nix, R.L., Gest, S.D., Welsh, J.A., Greenberg, M.T., Blair, C., Nelson, K.E., and Gill, S. (under review). Promoting academic and social-emotional school readiness: The Head Start REDI program. The Pennsylvania State University. Available: http://www.srcd.org/journals/cdev/0-0/ Bierman.pdf [accessed July 2008]. Birch, S., and Ladd, G.W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127. Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. Behavioral and Brain Sciences, 29, 109-125. Blair, C., and Razza, R.P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. Blank, M., Rose, S., and Berlin, L. (1978). Preschool Language Assessment Instrument (PLAI). New York: Psychological Corporation. Boaler, J. (1994). When do girls prefer football to fashion? An analysis of female underachievement in relation to “realistic” mathematics contexts. British Educational Research Journal, 20(5), 551-564. Bodrova, E., and Leong, D.J. (2001). Tools of the mind: A case study of implementing the Vygotskian approach in American early childhood and primary classrooms. Geneva: UNESCO, International Bureau of Education. Bull, R., and Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Develop­ mental Neuropsychology, 19(3), 273-293. Burchinal, M., Lee, M., and Ramey, C. (1989). Type of day-care and preschool intellectual development in disadvantaged children. Child Development, 60(1), 128-137. Campbell, S.B. (2006). Maladjustment in preschool children: A developmental pschyopathology perspective. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 358-378). Malden, MA: Blackwell. Carlson, S. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropscyhology, 28, 595-616. Clay, M. (1979). Concepts about print tests: Sand and stones. Portsmouth, NH: Heinemann. Clements, D.H. (1999). Geometric and spatial thinking in young children. In J.V. Copley (Ed.), Mathematics in the early years. Reston, VA: National Council of Teachers of Mathematics. Clements, D.H, Sarama, J., and DiBiase, A.M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates. Clements, D.H. (2004). Major themes and recommendations. In D.H. Clements, J. Sarama, and A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates.

REFERENCES 389 Clements, D.H., and Stephan, M. (2004). Measurement in pre-K to grade 2 mathematics. In D.H. Clements, J. Sarama, and A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 299-317). Mahwah, NJ: Lawrence Erlbaum Associates. Cooper, B., and Dunne, M. (1998). Anyone for tennis? Social class differences in children’s responses to national curriculum mathematics testing. The Sociological Review, 115-148. Craig, H.K., Connor, C.M., and Washington, J.A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34(1), 31-42. de Jong, P.F., and van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51-77. Denham, S.E. (2006). Emotional competence. In J.L. Luby (Ed.), Handbook of preschool mental health: Development, disorders, and treatment (pp. 23-44). New York: Guilford Press. Diamond, A., Barnett, W.S., Thomas, J., and Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388. Dickinson, D.K., and Tabors, P.O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Brookes. Dickinson, D.K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E.S., and Poe, M.D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465-481. DiPerna, J.C., Lei, P.W., and Reid, E.R. (2007). Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study Kindergarten Cohort. Journal of Educational Psychology, 90, 369-379. Dowsett, S., and Livesey, D. (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology, 36, 161-174. Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., and Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. Available: http://www.apa.org/journals/ releases/dev4361428.pdf [accessed July 2008]. Dunn, L.M., and Dunn, D.M. (2007). Peabody Picture Vocabulary Test (4th ed.). Upper Saddle River, NJ: Pearson Assessments. Epstein, A., and Weikart, D. (1979). The Ypsilanti-Carnegie Infant Education Project: Longitudinal follow-up. Ypsilanti, MI: High/Scope. Espy, K.A., Kaufmann, P.M., McDiarmid, M.D., and Glisky, M.L. (1999). Executive functioning in preschool children: Performance on A-not-B and other delayed response format tasks. Brain and Cognition, 41(2), 178-199. Espy, K.A., McDiarmid, M.D., Cwik, M.F., Senn, T.E., Hamby, A., and Stalets, M.M. (2004). The contributions of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26, 465-486.

390 EARLY CHILDHOOD ASSESSMENT Fabes, R.A., Gaertner, B.M., and Popp, T.K. (2006). Getting along with others: Social competence in early childhood. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 297-316). Malden, MA: Blackwell. Fantuzzo, J., Bulotsky-Shearer, R., Fusco, R.A., and McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20(3), 259-275. Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P.A., McWayne, C., Frye, D., and Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36(1), 44-62. Available: http://repository.upenn. edu/gse_pubs/124/ [accessed July 2008]. Fantuzzo, J., Perry, M.A., and McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19, 212-230. Feigenson, L., Dehaene, S., and Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8, 307-314. Fenson, L., Dale, P., Reznick, J.S., Thal, D., Bates, E., Hartung, J.P., Pethick, S., and Reilly, J. (1993). MacArthur-Bates Communicative Development Inventories. San Diego, CA: Singular. Flanagan, D.P., and McGrew, K.S. (1997). A cross-battery approach to assessing and interpreting cognitive abilities: Narrowing the gap between practice and cognitive science. In D.P. Flanagan, J.L. Genshaft, and P. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 314-325). New York: Guilford Press. Foulks, B., and Morrow, R.D. (1989). Academic survival skills for the young child at risk for school failure. Journal of Educational Research, 82(3), 158-165. Fuson, K.C. (1988). Children’s counting and concepts of number. New York: Springer- Verlag. Fuson, K.C. (1992a). Relationships between counting and cardinality from age 2 to age 8. In J. Bideau, C. Meljac, and J.P. Fischer (Eds.), Pathways to number: Children’s developing numerical abilities (Chapter 6, pp. 127-150). Hillsdale, NJ: Lawrence Erlbaum Associates. Fuson, K.C. (1992b). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan. Gardner, M.F., and Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy. Gathercole, S.E. (1998). The development of memory. Journal of Child Psychiatry, 39, 3-27. Ginsburg, H.P., Inoue, N., and Seo, K.H. (1999). Young children doing mathe­ matics: Observations of everyday activities. In J.V. Cooper (Ed.), Mathematics in the early years (pp. 87-99). Reston, VA: National Council of Teachers of Mathematics. Gray, S.W., and Klaus, R.A. (1970). The early training project: A seventh-year report. Child Development, 7(4), 909-924.

REFERENCES 391 Green, L.F., and Francis, J. (1988). Children’s learning skills at the infant and junior stages: A follow-on study. British Journal of Educational Psychology, 58(1), 120-126. Hammill, D.D., and Newcomer, P.L. (1997). Test of language development-primary (3rd ed.). Austin, TX: Pearson Education. Hamre, B.K., and Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638. Hemphill, L., Uccelli, P., Winner, K., Chang, C.-J., and Bellinger, D. (2002). Narrative discourse in young children with histories of early corrective heart surgery. Journal of Speech, Language, and Hearing Research, 45, 318-331. Herrnstein, R.J., and Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Simon and Schuster. Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K.C., Wearne, D., and Murray, H. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann. Howes, C., Phillipsen, L., and Peisner-Feinberg, E. (2000). The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology, 38, 113-132. Howse, R.B., Lange, G., Farran, D.C., and Boyles, C.D. (2003). Motivation and self-regulation as predictors of achievement in economically disadvantaged young children. Journal of Experimental Education, 71(2), 151-174. Hresko, W.P., Reid, D.K., and Hammill, D.D. (1999). Test of early language development (3rd ed.). Austin, TX: Pearson Education. Jordan, G.E., Snow, C.E., and Porche, M.V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35(4), 524-546. Juel, C., and Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35(4), 458-492. Kaufman, A.S., and Kaufman, N.L. (2006). Kaufman Assessment Battery for Children (K-ABC) (2nd ed.). Upper Saddle River, NJ: Pearson Assessments. Klein, A., and Starkey, P.J. (2004). Fostering preschool children’s mathematical knowledge: Finding from the Berkeley Math Readiness Project. In D.H. Clements, J. Samara, and A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 343-360). Hillsdale, NJ: Lawrence Erlbaum Associates. Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson, P., Dahlstrom, K., Gillberg, C.G., Forssberg, H., and Westerberg, H. (2005). Computerized training of working memory in children with ADHD—A randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), 177-186. Knight, G.P., and Hill, N.E. (1998). Measurement equivalence in research involving minority adolescents. In V.C. McLoyd and L. Steinberg (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 183-210). Mahwah, NJ: Lawrence Erlbaum Associates.

392 EARLY CHILDHOOD ASSESSMENT Ladd, G.W., and Burgess, K. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601. Ladd, G.W., Birch, S., and Buhs, E. (1999). Children’s social lives in kindergarten: Related spheres of influence. Child Development, 70, 1373-1400. Ladd, G.W., Herald, S.L., and Kochel, K.P. (2006). School readiness: Are there social prerequisites? Early Education and Development, 17(1), 115-150. Lehto, J.E. (2004). A test for children’s goal-directed behavior: A pilot study. Perceptual and Motor Skills, 98(1), 223-236. Lewit, E.M., and Baker, L.S. (1995). School readiness. The Future of Children, 5(2), 128-139. Lubienski, S.T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal of Research in Mathematics Education, 31(4), 454-482. MacDonald, A.W., Cohen, J.D., Stenger, V.A., and Carter, C.S. (2000). Dissociating the role of the dorsolateral prefrontal and anterior cingulate cortex in cognitive control. Science, 288(5472), 1835-1838. Malvern, D.D., and Richards, B.J. (1997). A new measure of lexical diversity. In A. Ryan and A. Wray (Eds.), Evolving models of language. Bristol, England: Multilingual Matters. Mashburn, A.J., and Pianta, R.C. (2006). Social relationships and school readiness. Early Education and Development, 17(1), 151-176. Mason, J., Stewart, J., Peterman, C., and Dunning, D. (1992). Toward an integrated model of early reading development (No. 566). Champaign, IL: Center for the Study of Reading. McCall, R.B. (1977). Childhood IQ’s as predictors of adult educational and occupational status. Science, 197(4302), 482-483. McCall, R.B., and Carriger, M.S. (1993). A meta-analysis of infant habituation and recognition memory performance as predictors of later IQ. Child Development, 64(1), 57-79. McCall, R.B., Appelbaum, M.I., and Hogarty, P.S. (1974). Developmental changes in mental performance. Chicago, IL: University of Chicago Press. McCartney, K. (2002). Language environments and language outcomes: Results from the NICHD study of early child care and youth development. In L. Girolametto and E. Weitzman (Eds.), Enhancing caregiver language facilitation in child care setting (pp. 3-1–3-10). Toronto: The Hanen Centre. McClelland, M.M., Acock, A.C., and Morrison, F.J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school Early Childhood Research Quarterly, 21(4), 471-490. McClelland, M.M., Cameron, C.E., Connor, C.M., Farris, C.L., Jewkes, A.M., and Morrison, F.J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947-959. McClelland, M.M., Morrison, F.J., and Holmes, D.L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307-329.

REFERENCES 393 McDermott, P.A. (1984). Comparative functions of preschool leaming style and IQ in predicting future academic performance. Contemporary Educational Psychology, 9, 38-47. McDermott, P.A., Green, L.F., Francis, J.M., and Stott, D.H. (2000). Preschool Learning Behaviors Scale. Philadelphia: Edumetric and Clinical Science. McWayne, C.M., Fantuzzo, J.W., and McDermott, P.A. (2004). Preschool com­ petency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40, 633-645. Means, B., and Knapp, M.S. (1991). Cognitive approaches to teaching advanced skills to educationally disadvantaged students. Phi Delta Kappan, 7, 282-289. Meisels, S.J., Xue, Y., and Shamblott, M. (in press). Assessing language, literacy, and mathematics skills with work sampling for Head Start. Submitted to Early Education and Development. Mendez, J.L., Fantuzzo, F., and Cicchetti, D. (2002). Personality and social development: Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085-1100. Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., and Wager, T.D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. National Education Goals Panel. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. Washington, DC: Author. National Education Goals Panel. (1997). Building a nation of learners. Washington, DC: Author. National Institute for Early Education Research. (2002). A benefit-cost analysis of the Abecedarian early childhood intervention. New Brunswick, NJ: Author. National Research Council. (1998). Preventing reading difficulties in young children. Committee on the Prevention of Reading Difficulties in Young Children, C.E. Snow, M.S. Burns, and P. Griffin (Eds.). Washington, DC: National Academy Press. National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Neisser, U., Boodoo, G., Bouchard, Jr., T.J., Boykin, A.W., Brody, N., Ceci, S.J., Halpern, D.F., Loehlin, J.C., Perloff, R., Sternberg, R.J., and Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101. NICHD Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71(4), 960-980. NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428-442.

394 EARLY CHILDHOOD ASSESSMENT Norman, D.A., and Shallice, T. (1986). Attention to action. In R.J. Davidson, G.E. Schwartz, and D. Shapiro (Eds.), Consciousness and self-regulation: Advances in theory and research (pp. 1-18). New York: Plenum Press. Normandeau, S., and Guay, F. (1998). Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control. Journal of Educational Psychology, 90(1), 111-121. Olds, D.L., Henderson, C.R., Phelps, C., Kitzman, H., and Hanks, C. (1993). Effect of prenatal and infancy nurse home visitation on government spending. Medical Care, 31(2), 155-174. Olson, S.L., Sameroff, A.J., Kerr, D.C.R., Lopez, N.L., and Weeman, H.M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Development and Psychopathology, 17, 25-45. Pan, B.A., Mancilla-Martinez, J., and Vagh, S.B. (2008). Tracking bilingual children’s vocabulary development: Reporter- and language-related measurement challenges. Poster presentation at the Head Start’s Ninth National Research Conference, June 23-25, Washington, DC. Phinney, J.S., and Landin, J. (1998). Research paradigms for studying ethnic minority families within and across groups. In V.C. McLoyd and L. Steinberg (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 89-110). Mahwah, NJ: Lawrence Erlbaum Associates. Pianta, R.C., and Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61-80. Piotrkowski, C.S., Botsko, M., and Matthews, E. (2000). Parents’ and teachers’ beliefs about children’s school readiness in a high-need community. Early Childhood Research Quarterly, 15(4), 537-558. Poe, M.D., Burchinal, M.R., and Roberts, J.E. (2004). Early language and the development of children’s reading skills. Journal of School Psychology, 42, 315-332. Posner, M.I., and Rothbert, M.K. (2000). Developing mechanisms of self- regulation. Development and Psychopathology, 12, 427-441. Quattrin, T., Liu, E., Shaw, N., Shine, B., and Chiang, E. (2005). Obese children who are referred to the pediatric endocrinologist: Characteristics and outcome. Pediatrics, 115, 348-351. RAND Labor and Population. (2005). Early childhood interventions: Proven results, future promise. Santa Monica, CA: RAND Corporation. Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness (No. 3). Ann Arbor, MI: Society for Research in Child Development. Raver, C. (2004). Placing emotional self-regulation in sociocultural and socioeconomic contexts. Child Development, 75(2), 8. Raver, C., Gershoff, E.T., and Aber, J. (2007). Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample. Child Development, 78(1), 20. Reynolds, A.J., and Temple, J.A. (1998). Extended early childhood intervention and school achievement: Age thirteen findings from the Chicago Longitudinal Study. Child Development, 69(1), 231-246.

REFERENCES 395 Rimm-Kaufman, S.E., Pianta, R.C., and Cox, M.J. (2000). Teachers’ judgment of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166. Robbins, T.W. (1996). Refining the taxonomy of memory. Science, 273(5280), 1353- 1354. Roid, G.H. (2003). Stanford-Binet Intelligence Scales for Early Childhood (5th ed.). Rolling Meadows, IL: Riverside. Roth, F.P., Speece, D.L., and Cooper, D.H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95(5), 259-272. Rothbart, M.K., Posner, M.I., and Kieras, J. (2006). Temperament, attention, and the development of self-regulation. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 338-357). Malden, MA: Blackwell. Rueda, M.R., Rothbart, M.K., McCandliss, B.D., Saccomanno, L., and Posner, M.I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 14931-14936. Schatschneider, C., Francis, D.J., Carlson, C.D., Fletcher, J.M., and Foorman, B.F. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265-282. Schrank, F.A., Mather, N., and Woodcock, R.W. (2006). Woodcock-Johnson III(r) Diagnostic Reading Battery. Rolling Meadows, IL: Riverside. Scott-Little, C., Kagan, S.L., and Frelow, V.S. (2005). Inside the content: The depth and breadth of early learning standards. Greensboro: University of North Carolina, SERVE Center for Continuous Improvement. Scott-Little, C., Kagan, S.L., and Frelow, V.S. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21(2), 153-173. Semrud-Clikeman, M., Nielsen, K.H., Clinton, A., Sylvester, L.H., Parle, N., and Connor, R.T. (1999). An intervention approach for children with teacher- and parent-identified attentional difficulties. Journal of Learning Disabilities, 32(6), 581-590. Sénéchal, M., and LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460. Seymour, H.N., Roeper, T.W., de Villiers, J., and de Villiers, P.A. (2003). Diagnostic evaluation of language variation. San Antonio, TX: Pearson Assessments. Silver, R., Measelle, J., Armstrong, J., and Essex, M. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43, 39-60. Silverman, R.D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. The Elementary School Journal, 107, 365-384. Snow, C.E., Porche, M., Tabors, P., and Harris, S. (2007). Is literacy enough? Pathways to academic success for adolescents. Baltimore, MD: Brookes.

396 EARLY CHILDHOOD ASSESSMENT Snow, C.E., Tabors, P.O., Nicholson, P., and Kurland, B. (1995). SHELL: Oral language and early literacy skills in kindergarten and first grade children. Journal of Research in Childhood Education, 10, 37-48. Starkey, P., Klein, A., and Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99-120. Sulzby, E. (1985). Children’s emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20(4), 458-481. Thompson, R.A., and Lagattuta, K. (2006). Feeling and understanding: Early emotional development. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 317-337). Malden, MA: Blackwell. Thompson, R.A., and Raikes, A.H. (2007). The social and emotional foundations of school readiness. In R.K. Kaufmann and J. Knitzer (Eds.), Social and emotional health in early childhood (pp. 13-35). Baltimore, MD: Brookes. U.S. Department of Health and Human Services, Administration for Children and Families. (2003a). Head Start child outcomes framework. Washington, DC: Author. U.S. Department of Health and Human Services, Administration for Children and Families. (2003b). Head Start child outcomes—Setting the context for the National Reporting System. Head Start Bulletin, 76. Available: http://www. headstartinfo.org/publications/hsbulletin76/cont_76.htm [accessed July 2008]. U.S. Department of Health and Human Services, Administration for Children and Families. (2004). Early Head Start research: Making a difference in the lives of infants, toddlers, and their families. The impacts of early Head Start, volume 1: Final technical report. Washington, DC: Author. U.S. Department of Health and Human Services, Administration for Children and Families. (2005). Head Start impact study: First year findings. Washington, DC: Author. Van Hiele, P.M. (1986). Structure and insight: A theory of mathematics education. Orlando, FL: Academic Press. Vandell, D., Nenide, L., and Van Winkle, S.J. (2006). Peer relationships in early childhood. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 455-470). Cambridge, MA: Blackwell. Vernon-Feagans, L. (1996). Children’s talk in communities and classrooms. Cambridge, MA: Blackwell. Wagner, R., Torgesen, J., and Rashotte, C. (1990). Comprehensive test of phonological processing. Bloomington, MN: Pearson Assessments. Wasik, B.A., Bond, M.A., and Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63-74. Wechsler, D. (2003). The Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: Psychological Corporation. Weiss, R., Dziura, J., Burgert, T.S., Tamborlane, W.V., Taksali, S.E., Yeckel, C.W., Allen, K., Lopes, M., Savoye, M., Morrison, J., Sherwin, R.S., and Caprio, S. (2004). Obesity and the metabolic syndrome in children and adolescents. The New England Journal of Medicine, 350(23), 2362-2374.

REFERENCES 397 Welsh, M.C., Pennington, B.F., and Groisser, D.B. (1991). A normative- developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149. Whitehurst, G.J., and Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. Whitehurst, G.J., Arnold, D.H., Epstein, J.N., Angell, A.L., Smith, M., and Fischel, J.E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689. Woodcock, R.W. (1990). Theoretical foundations of the WJ-R measures of cognitive ability. Journal of Psychoeducational Assessment, 8(3), 231-258. Woodcock, R.W., McGrew, K.S., and Mather, N. (2001). Woodcock-Johnson III (WJ-III) Tests of Cognitive Abilities. Rolling Meadows, IL: Riverside. Xu, F., Spelke, E.S., and Goddard, S. (2005). Number sense in human infants. Developmental Science, 8(1), 88-101. Zaslow, M., Halle, T., Martin, L., Cabrera, N., Calkins, J., Pitzer, L., and Margie, N.G. (2006). Child outcome measures in the study of child care quality: Overview and next steps. Evaluation Review, 30, 577-610. Chapter 6 Abbot-Shinn, M., and Sibley, A. (1992). Assessment profile for early childhood programs: Research version. Atlanta, GA: Quality Assist. Abt Associates Inc. (2006). Observation training manual: OMLIT early childhood. Cambridge, MA: Author. Adams, G., Tout, K., and Zaslow, M. (2007). Early care and education for children in low-income families: Patterns of use, quality, and potential implications. Wash­ ington, DC: The Urban Institute. Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541. Belsky, J., Vandell, D.L., Burchinal, M., Clarke-Stewart, K.A., McCartney, K., Owen, M., and the NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? Child Development, 78, 681-701. Bornstein, M.H., and Sawyer, J. (2006). Family systems. In K. McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 381-398). Malden, MA: Blackwell. Bradley, R.H., Corwyn, R.F., Burchinal, M., McAdoo, H.P., and Garcia-Coll, C. (2001). The home environments of children in the United States: Part 2, Relations with behavioral development from birth through age 13. Child Development, 72, 1868-1886. Bryant, D. (2007). Delivering and evaluating the Partnerships for Inclusion model of early childhood professional development in a 5-state collaborative study. Paper presented at the National Association for the Education of Young Children, November, Chicago, IL. Bryant, D. (forthcoming). Observational measures of quality in center-based early care and education programs. Submitted to Child Development Perspectives.

398 EARLY CHILDHOOD ASSESSMENT Bryant, D.M., Burchinal, M.R., Lau, L.B., and Sparling, J.J. (1994). Family and classroom correlates of Head Start children’s developmental outcomes. Early Childhood Research Quarterly, 9(4), 289-309. Burchinal, M. (forthcoming). The measurement of child care quality. University of California, Irvine. Burchinal, M., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I., and Rathgeb, C. (2008). Child care quality and child outcomes: Multiple studies analyses. Paper presented at Developing a Next Wave of Quality Measures for Early Childhood and School-Age Programs: A Working Meeting, January, Washington, DC. Burchinal, M.R., Peisner-Feinberg, E., Bryant, D.M., and Clifford, R. (2000). Children’s social and cognitive development and child care quality: Testing for differential associations related to poverty, gender, or ethnicity. Applied Developmental Science, 4, 149-165. Burchinal, M.R., Roberts, J.E., Riggins, R., Zeisel, S., Neebe, E., and Bryant, M. (2000). Relating quality of center child care to early cognitive and language development longitudinally. Child Development, 71, 339-357. Caldwell, B.M., and Bradley, R.H. (1984). Home observation for measurement of the environment. Little Rock: University of Arkansas. Child Trends. (2007). Quality in early childhood care and education settings: A compendium of measures. Washington, DC: Author. Connell, C.M., and Prinz, R.J. (2002). The impact of childcare and parent-child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology, 40(2), 177-193. DeTemple, J., and Snow, C.E. (1998). Mother-child interactions related to the emergence of literacy. In C.A. Eldred (Ed.), Parenting behaviors in a sample of young single mothers in poverty: Results of the New Chance Observational Study (pp. 114-169). New York: Manpower Demonstration Research. Dickinson, D.K., Sprague, K., Sayer, A., Miller, C., Clark, N., and Wolf, A. (2000). Classroom factors that foster literacy and social development of children from different language backgrounds. In M. Hopmann (Chair) (Ed.), Dimensions of program quality that foster child development: Reports from 5 years of the Head Start Quality Research Centers. Poster presentation at the biannual National Head Start Research Conference, June, Washington, DC. Dickinson, D.K., Sprague, K., Sayer, A., Miller, C.M., and Clark, N. (2001, April). A multilevel analysis of the effects of early home and preschool environments on children’s language and early literacy development. Paper presented at the Biennial Conference of the Society for Research in Child Development, April, Minneapolis, MN. Early, D.M., Bryant, D.M., Pianta, R.C., Clifford, R.M., Burchinal, M.R., Ritchie, S., Howes, C., and Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre- kindergarten? Early Childhood Research Quarterly, 21(2), 174-195. Egeland, B., and Deinard, A. (1975). Life stress scale and manual. Minneapolis: University of Minnesota.

REFERENCES 399 Englund, M.M., Luckner, A.E., Whaley, G., and Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96, 723-730. Frosch, C.A., Cox, M.J., and Goldman, B.D. (2001). Infant-parent attachment and parental and child behavior during parent-toddler storybook interaction. Merrill-Palmer Quarterly, 47(4), 445-474. Fuligni, A.S., Han, W.J., and Brooks-Gunn, J. (2004). The Infant-Toddler HOME in the 2nd and 3rd years of life. Parenting, 4(2&3), 139-159. Harms, T., and Clifford, R. (1980). Early Childhood Environment Rating Scale. New York: Teachers College Press. Harms, T., and Clifford, R.M. (1989). Family Day Care Rating Scale. New York: Teachers College Press. Harms, T., Clifford, R., and Cryer, D. (1998). Early Childhood Environment Rating Scale (Revised ed.). New York: Teachers College Press. Harms, T., Cryer, R., and Clifford, R. (1990). Infant/Toddler Environment Rating Scale. New York: Teachers College Press. Helburn, S. (1995). Cost, quality and child outcomes in child care centers. Denver: University of Colorado, Department of Economics, Center for Research in Economic and Social Policy. High/Scope. (2003). Preschool Program Quality Assessment (2nd ed.). Ypsilanti, MI: High/Scope Press. Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult:child ratio. Merrill-Palmer Quarterly, 43, 404-425. Howes, C., Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., and Early, D.M. (2008). Measures of classroom quality in pre-kindergarten and children’s development of academic, language and social skills. Child Development, 79(3), 732-749. Howes, C., Phillips, D.A., and Whitebrook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 53, 449-460. Hyson, M., Hirsh-Pasek, K., and Rescorla, L. (1990). The classroom practices inventory: An observation instrument based on NAEYC’s guidelines for developmentally appropriate practices for 4- and 5-year-old children. Early Childhood Research Quarterly, 5, 475-494. Kinzie, M.B., Whitaker, S.D., Neesen, K., Kelley, M., Matera, M., and Pianta, R.C. (2006). Innovative web-based professional development for teachers of at-risk preschool children. Educational Technology & Society, 9(4), 194-204. Kontos, S., Howes, C., and Galinsky, E. (1996). Does training make a difference to quality in family child care? Early Childhood Research Quarterly, 11(4), 427-445. Lamb, M. (1998). Nonparental child care: Context, quality, correlates, and consequences. In W. Damon, I.E. Sigel, and K.A. Renninger (Eds.), Handbook of child psychology (Vol. 4: Child). London: Wiley.

400 EARLY CHILDHOOD ASSESSMENT Lambert, R., Abbott-Shinn, M., and Sibley, A. (2006). Evaluating the quality of early childhood education settings. In B. Spodek and O.N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. McCartney, K. (1984). Effect of quality of day care environment on children’s language development. Developmental Psychology, 20, 244-260. McCartney, K., and Phillips, D. (Eds.). (2006). Handbook of early childhood development. Malden, MA: Blackwell. Mitchell, A.W. (2005). Stair steps to quality: A guide for states and communities developing quality rating systems for early care and education. Alexandria, VA: United Way Success by Six. National Association for the Education of Young Children. (2005). Screening and assessment of young English-language learners: Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation. Washington, DC: Author. National Institute for Early Education Research. (2005). Support for English language learners classroom assessment. Rutgers, NJ: Author. National Institute for Early Education Research. (2006). The state of preschool. Rutgers, NJ: Author. National Institute for Early Education Research. (2007). Preschool classroom mathematics inventory. Rutgers, NJ: Author. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Neuman, S., Dwyer, J., and Koh, S. (2007). Child/Home Early Language & Literacy Observation Tool (CHELLO). Baltimore, MD: Brookes. NICHD Early Child Care Research Network. (1999). Child care and mother- child interaction in the first three years of life. Developmental Psychology, 35, 1399-1413. NICHD Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71(4), 960-980. NICHD Early Child Care Research Network. (2002). Early child care and children’s development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39, 133-164. NICHD Early Child Care Research Network. (2003). Does quality of child care affect child outcomes at age 4½? Developmental Psychology, 39, 451-469. NICHD Early Child Care Research Network. (2005). Duration and developmental timing of poverty and children’s cognitive and social development from birth through third grade. Child Development, 76(4), 795-810. NICHD Early Child Care Research Network. (2006). Child care effect sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116.

REFERENCES 401 Peisner-Feinberg, E.S., and Burchinal, M.R. (1997). Relations between child-care experiences and children’s concurrent development: The cost, quality, and outcomes study. Merrill-Palmer Quarterly, 43(3), 451-477. Peisner-Feinberg, E.S., Burchinal, M.R., Clifford, R.M., Culkin, M.L., Howes, C., Kagan, S.L., and Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534-1553. Phillips, D., McCartney, K., and Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537-543. Phillipsen, L., Burchinal, M., Howes, C., and Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly, 12, 281-304. Pianta, R.C. (2007). Preschool is school, sometimes: Making early childhood education matter. Education Next, 7, 44-49. Pianta, R.C., and Egeland, B. (1994). Predictors of instability in children’s mental test performance at 24, 48, and 96 months. Intelligence, 18(2), 145-163. Pianta, R.C., and Harbers, K.L. (1996). Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement. Journal of School Psychology, 34(3), 307-322. Pianta, R.C., Egeland, B., and Sroufe, L.A. (1990). Maternal stress and children’s development: Prediction of school outcomes and identification of protective factors. In J. Rolf, A. Masten, D. Cicchetti, K. Neuchterlein, and S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 215- 235). New York: Cambridge University Press. Pianta, R.C., La Paro, K.M., and Hamre, B.K. (2007). Classroom Assessment Scoring System. Baltimore, MD: Brookes. Pianta, R.C., Nimetz, S.L., and Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kinder­ garten. Early Childhood Research Quarterly, 12(3), 263-280. RAND Corporation. (2008). Qualistar Early Learning Quality Rating and Improvement System as a tool for improving child-care quality. Santa Monica, CA: Author. Ritchie, S., Howes, C., Kraft-Sayre, M., and Weiser, B. (2001). Emerging academic snapshot. Los Angeles: University of California. Sakai, L., Whitebook, M., Wishard, A., and Howes, C. (2003). Evaluating the Early Childhood Environment Rating Scales (ECERS): Assessing differences between the first and revised edition. Early Childhood Research Quarterly, 18, 427-445. Smith, M., and Dickinson, D. (2002). User’s guide to the early language & literacy classroom observation toolkit. Available: http://www.brookespublishing.com/ store/books/smith-ellco/index.htm [accessed July 2008]. Smith, S., Davidson, S., Weisenfield, G., and Katsaros, S. (in development). Supports for early literacy assess­ment. New York: New York University School of Education Child and Family Policy Center. Stipek, D., and Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19, 375-397.

402 EARLY CHILDHOOD ASSESSMENT Sylva, K., Siraj-Blatchford, I., and Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent, Staffordshire, England: Trentham Books. Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., and Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, 21, 76-92. Tout, K., Zaslow, M., and Martinez-Beck, I. (forthcoming). Measuring the quality of early care and education programs at the intersection of research, policy, and practice. Submitted to Child Development Perspectives. U.S. Department of Health and Human Services, Administration for Children and Families. (2004). Early Head Start research: Making a difference in the lives of infants, toddlers, and their families. The impacts of early Head Start, volume 1: Final technical report. Washington, DC: Author. U.S. Department of Health and Human Services, Administration for Children and Families. (2005). Head Start impact study: First year findings. Washington, DC: Author. Van Horn, M., and Ramey, S. (2004). A new measure for assessing develop­ mentally appropriate practices in early elementary school, a develop­mentally appropriate practice template. Early Childhood Research Quarterly, 19, 569-587. Vandell, D. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly, 50, 387-414. Vu, J.A., Jeon, H., and Howes, C. (in press). Formal education, credential, or both: Early childhood program classroom practices. Submitted to Early Education and Development. Wasik, B.H., and Bryant, D.M. (2001). Home visiting: Procedures for helping families (2nd ed.). Newbury Park, CA: Sage. Weinfield, N.S., Egeland, B., and Ogawa, J.R. (1998). Affective quality of mother- child interactions. In C.A. Eldred (Ed.), Parenting behaviors in a sample of young single mothers in poverty: Results of the New Chance Observational Study (pp. 71- 113). New York: Manpower Demonstration Research. Wesley, P.W. (1994). Providing on-site consultation to promote quality in integrated child care programs. Journal of Early Intervention, 18(4), 391-402. Yoder, P.J., and Warren, S.F. (2001). Relative treatment effects of two prelinguistic communication interventions on language development in toddlers with developmental delays vary by maternal characteristics. Journal of Speech Language and Hearing Research, 44, 224-237. Zaslow, M. (2008). Issues for the learning community from the Head Start Impact Study. Infants and Young Children, 21(1), 4-17. Zaslow, M., Halle, T., Martin, L., Cabrera, N., Calkins, J., Pitzer, L., and Margie, N.G. (2006). Child outcome measures in the study of child care quality: Overview and next steps. Evaluation Review, 30, 577-610.

REFERENCES 403 Chapter 7 American Educational Research Association, American Psychological Associa­ tion, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. American Institutes for Research. (2000). Voluntary national test, cognitive laboratory report, year 2. Palo Alto, CA: Author. Bagnato, S.J., Smith-Jones, J., McComb, G., and Cook-Kilroy, J. (2002). Quality early learning—Key to school success: A first-phase 3-year program evaluation research report for Pittsburgh’s Early Childhood Initiative (ECI). Pittsburgh, PA: SPECS Program Evaluation Research Team. Bagnato, S.J., Suen, H., Brickley, D., Jones, J., and Dettore, E. (2002). Child developmental impact of Pittsburgh’s Early Childhood Initiative (ECI) in high-risk communities: First-phase authentic evaluation research. Early Childhood Research Quarterly, 17(4), 559-589. Brennan, R.L. (2006). Perspectives on the evolution and future of educational measurement. In R.L. Brennan (Ed.), Educational measurement (4th ed., pp. 1- 16). Westport, CT: ACE/Praeger. Buros Institute of Mental Measurements. (2007). The seventeenth mental measure­ ments yearbook. Lincoln, NE: Author. Campbell, D.T., and Stanley, J.C. (1966). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally. Child Trends. (2004). Early childhood measures profiles. Washington, DC: Author. Cook, T.D., and Campbell, D.T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Boston: Houghton Mifflin. Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. Cronbach, L.J. (1971). Test validation. In R.L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 443-507). Washington, DC: American Council on Education. Cronbach, L.J., and Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302. Cureton, E.E. (1951). Validity. In E.F. Lindquist (Ed.), Educational measurement (pp. 621-694). Washington, DC: American Council on Education. Dorans, N.J., and Holland, P.W. (1993). DIF detection and description: Mantel- Haenszel and standardization. In P.W. Holland and H. Wainer (Eds.), Differential item functioning. Hillsdale, NJ: Lawrence Erlbaum Associates. Goldstein, H. (1996). Assessment: Problems, developments, and statistical issues: A volume of expert contributions. New York: Wiley. Gulliksen, H. (1950). Theory of mental tests. New York: Wiley. Holland, P.W., and Wainer, H. (1993). Differential item functioning. Hillsdale, NJ: Lawrence Erlbaum Associates. Huang, X. (2007). Validity equivalence between the Chinese and English versions of the IEA Child Cognitive Developmental Status Test. Berkeley: University of California.

404 EARLY CHILDHOOD ASSESSMENT Hunter, J.E., and Schmidt, F.L. (1990). Dichotomization of continuous variables: The implications for meta-analysis. Journal of Applied Psychology, 75(3), 334- 349. Kane, M.T. (2006). Validation. In R.L. Brennan (Ed.), Educational measurement (4th ed., pp. 17-64). Westport, CT: American Council on Education/Praeger. Koretz, D.M., and Hamilton, L.S. (2006). Testing for accountability in K-12. In R.L. Brennan (Ed.), Educational measurement (4th ed., pp. 531-578). Westport, CT: American Council on Education/Praeger. Kuder, G.F., and Richardson, M.W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151-160. La Paro, K., and Pianta, R. (2000). Predicting children’s competence in the early school years. A meta-analytic review. Review of Educational Research, 70(4), 443-484. Laosa, L.M. (1991). The cultural context of construct validity and the ethics of generalizability. Early Childhood Research Quarterly, 6, 313-321. Longford, N.T., Holland, P.W., and Thayer, D.T. (1993). Stability of the MH D-DIF statistics across populations. In P.W. Holland and H. Wainer (Eds.), Differential item functioning. Hillsdale, NJ: Lawrence Erlbaum Associates. Mathematica Policy Research. (2003). Resources for measuring services and outcomes in Head Start programs serving infants and toddlers. Princeton, NJ: Author. Mathematica Policy Research. (2007). Measuring children’s progress from preschool through third grade. Princeton, NJ: Author. Meisels, S. (2007). Accountability in early childhood: No easy answers. In R.C. Pianta, M.J. Cox, and K. Snow (Eds.), Schools readiness and the transition to kindergarten in the era of accountability (pp. 31-47). Baltimore, MD: Brookes. Messick, S. (1989). Validity. New York: Macmillan. Murphy, K.R. (Ed.). (2003). Validity generalization: A critical review. Mahwah, NJ: Lawrence Erlbaum Associates. Murphy, L.L., Spies, R.A., and Plake, B.S. (Eds.). (2006). Tests in print (vol. VII). Lincoln: University of Nebraska Press. National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in program for children birth through age 8, A position statement. Washington, DC: Author. National Research Council. (1989). Fairness in employment testing: Validity generalization, minority issues, and the General Aptitude Test Battery. J.A. Hartigan and A.K. Wigdor (Eds.). Board on Mathematical Sciences and Their Applications, Division on Engineering and Physical Sciences. Washington, DC: National Academy Press. Popham, W.J. (2007). Another bite out of the apple. Educational Leadership, 64(6), 83-84. Shavelson, R.J., and Webb, N.M. (1991). Generalizability theory: A primer (measurement methods for the social sciences). New York: Sage.

REFERENCES 405 Thissen, D., Steinberg, L., and Wainer, H. (1993). Detection of differential item function using the parameters of item response models. In P.W. Holland and H. Wainer (Eds.), Differential item functioning. Hillsdale, NJ: Lawrence Erlbaum Associates. Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates. Wilson, M., and Adams, R.J. (1996). Evaluating progress with alternative assessments: A model for Chapter 1. In M.B. Kane (Ed.), Implementing performance assessment: Promise, problems and challenges. Hillsdale, NJ: Lawrence Erlbaum Associates. Zhou, Z., and Boehm, A.E. (1999). Chinese and American children’s knowledge of basic relational concepts. Paper presented at the biennial meeting of the Society for Research in Child Development, April, Albuquerque, NM. Chapter 8 Abedi, J., Hofstetter, C.H., and Lord, C. (2004). Assessment accommodations for English-language learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1-28. Abedi, J., Lord, C., Hofstetter, C., and Baker, E. (2000). Impact of accommodation strategies on English language learners’ test performance. Educational Measurement: Issues and Practice, 19(3), 16-26. American Educational Research Association, American Psychological Associa­ tion, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: Author. August, D., and Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates. Bagnato, S.J. (2007). Authentic assessment for early childhood intervention: Best practices. New York: Guilford Press. Bagnato, S.J., and Neisworth, J. (1995). A national study of the social and treatment “invalidity” of intelligence testing in early intervention. School Psychologist Quarterly, 9(2), 81-102. Bagnato, S.J., and Yeh-Ho, H. (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. KEDI International Journal of Educational Policy, 3(1), 23-43. Bagnato, S.J., Macey, M., Salaway, J., and Lehman, C. (2007a). Research foundations for authentic assessments to ensure accurate and representative early intervention eligibility. Washington, DC: U.S. Department of Education, Office of Special Education Programs, TRACE Center for Excellence. Bagnato, S.J., Macey, M., Salaway, J., and Lehman, C. (2007b). Research foundations for conventional tests and testing to ensure accurate and representative early intervention eligibility. Washington, DC: U.S. Department of Education, Office of Special Education Programs, TRACE Center for Excellence.

406 EARLY CHILDHOOD ASSESSMENT Bagnato, S.J., McKeating-Esterle, E., and Bartolomasi, P. (2007). Evidence-base for team assessment practices in early intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, TRACE Center for Excellence. Bailey, D. (2004). Tests and test development. In M. McLean, M. Wolery, and D.B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (3rd ed., pp. 22-44). Upper Saddle River, NJ: Pearson. Bailey, D.B., and Wolery, M. (1984). Teaching infants and preschoolers with handicaps. Columbus, OH: Merrill. Bainter, T.R., and Tollefson, N. (2003). Intellectual assessment of language minority students: What do school psychologists believe are acceptable practices? Psychology in the Schools, 40(6), 899-903. Barnett, D.W., Elliott, N., Wolsing, L., Bunger, C.E., Haski, H., McKissick, C., and Vander Meer, C.D. (2006). Response to intervention for young children with extremely challenging behaviors: What it might look like. School Psychology Review, 35(4), 568-582. Boone, H.A., and Crais, E. (2002). Strategies for achieving family-driven assessment and intervention planning. In M.M. Ostrosky and E. Horn (Eds.), Assessment: Gathering meaningful information (Vol. Monograph Series No. 4, pp. 1-14). Missoula, MT: Division for Early Childhood. Borghese, P., and Gronau, R.C. (2005). Convergent and discriminant validity of the universal nonverbal intelligence test with limited English proficient Mexican- American elementary students. Journal of Psychoeducational Assessment, 23, 128-139. Botts, D.C., Losard, A., and Notari-Syverson, A. (2007). Alternative assessment: The pathway to indivualized instruction for young children. Young Exceptional Children Monograph Series, 9, 71-85. Bracken, B., and McCallum, R.S. (1998). The universal nonverbal intelligence test. Chicago, IL: Riverside. Bricker, D., Pretti-Froniczak, K., and McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore, MD: Brookes. Brooks-Gunn, J., Klebanov, P.K., Smith, J., Duncan, G.J., and Lee, K. (2003). The black-white test score gap in young children: Contributions of test and family characteristics. Applied Developmental Science, 7(4), 239-252. Brown, R.T., Reynolds, C.R., and Whitaker, J.S. (1999). Bias in mental testing since “Bias in Mental Testing.” School Psychology Quarterly, 14(3), 208-238. Capps, R., Fix, M., Murray, J., Ost, J., Passel, J.S., and Herwantoro, S. (2005). The new demography of America’s schools: Immigration and the No Child Left Behind Act. Washington, DC: The Urban Institute. Carta, J.J., and Kong, N.K. (2007). Trends and issues in intervention for preschoolers with developmental disabilities. In S.L. Odom, R.H. Horner, M.E. Snell, and J. Blacher (Eds.), Handbook of developmental disabilities (pp. 181-198). New York: Guilford Press.

REFERENCES 407 Carta, J.J., Greenwood, C.R., Walker, D., Kaminski, R., Good, R., McConnell, S., and McEvoy, M. (2002). Individual growth and development indicators (IGDIs): Assessment that guides intervention for young children. Young Exceptional Children Monograph Series, 4, 15-28. Carter, A.S., Briggs-Gowan, M.J., and Ornstein Davis, N. (2004). Assessment of young children’s social-emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry, 45(1), 109-134. Castenell, L.A., and Castenell, M.E. (1988). Testing the test: Norm-referenced testing and low-income blacks. Journal of Counseling and Development, 67, 205-206. Center for Universal Design. (1997). The principles of universal design. Available: http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm [accessed December 2007]. Chachkin, N.J. (1989). Testing in elementary and secondary schools: Can miscue be avoided? In B. Gifford (Ed.), Test policy and the politics of opportunity allocation: The workplace and the law (pp. 163-187). Boston: Kluwer Academic. Child Trends. (2004). Early childhood measures profiles. Washington, DC: Author. Cho, S., Hudley, C., and Back, H.J. (2002). Cultural influences on ratings of self- perceived social, emotional, and academic adjustment for Korean American adolescents. Assessment for Effective Intervention; Special Issue: Assessment of Culturally-Linguistically Diverse Learners, 29(1), 3-14. Christenson, S.L. (2004). The family-school partnership: An opportunity to promote learning and competence of all students. School Psychology Review, 33(1), 83-104. Coleman, M.R., Buysse, V., and Neitzel, J. (2006). Recognition and response: An early intervening system for children at-risk for learning disabilities. Chapel Hill: University of North Carolina, FPG Child Development Institute. Cook, T.D., and Campbell, D.T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Boston: Houghton Mifflin. Coutinho, M.J., and Oswald, D.P. (2000). Disproportionate representation in special education: A synthesis and recommendations. Journal of Child and Family Studies, 9, 135-156. Crocker, L., and Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart and Winston. De Avila, E., and Duncan, S. (1990). Language Assessment Scales—Oral. Monterey, CA: CTB McGraw-Hill. Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232. Deno, S. (1997). Whether thou goest . . . Perspectives on progress monitoring. In J.W. Lloyd, E.J. Kameenui, and D. Chard (Eds.), Issues in educating students with disabilities (pp. 77-99). Mahwah, NJ: Lawrence Erlbaum Associates. Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Missoula, MT: Author.

408 EARLY CHILDHOOD ASSESSMENT Duncan, S.E., and De Avila, E. (1988). Language Assessment Scales—Reading and Writing. Monterey, CA: CTB McGraw-Hill. Duncan, S.E., and De Avila, E. (1998). Pre-Language Assessment Scale 2000. Monterey, CA: CTB McGraw-Hill. Dunn, L.M., and Dunn, D.M. (2007). Peabody Picture Vocabulary Test (4th ed.). Upper Saddle River, NJ: Pearson Assessments. Dunn, L.M., Padilla, E.R., Lugo, D.E., and Dunn, L.M. (1986). Test de Vocabulario en Imágenes Peabody. Circle Pines, MN: American Guidance Service. Dunst, C., and Hanby, D.W. (2004). States’ Part C eligibility definitions account for differences in the percentage of children participating in early intervention programs, Snapshots, 1, 1-5. Espinosa, L. (2007). A review of the literature on assessment issues for young English language learners. Unpublished paper commissioned by the Committee on Developmental Outcomes and Assessments for Young Children, The National Academies, Washington, DC. Fagundes, D.D., Haynes, W.O., Haak, N.J., and Moran, M.J. (1998). Task variability effects on the language test performance of southern lower socioeconomic class African American and Caucasian five-year-olds. Language, Speech, and Hearing Services in Schools, 29, 148-157. Fewell, R. (2000). Assessment of young children with special needs: Foundations for tomorrow. Topics in Early Childhood Special Education, 20(1), 38-42. Figueroa, R.A., and Hernandez, S. (2000). Testing Hispanic students in the United States: Technical and policy issues. Washington, DC: President’s Advisory Commission on Educational Excellence for Hispanic Americans. Fives, C.J., and Flanagan, R. (2002). A review of the Universal Nonverbal Intelligence Test (UNIT): An advance for evaluating youngsters with diverse needs. School Psychology International, 23(4), 425-448. Fuchs, D., and Fuchs, L.S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effect. Review of Educational Research, 56(2), 243-262. Fuchs, D., Fuchs, L.S., Benowitz, S., and Barringer, K. (1987). Norm-referenced tests: Are they valid for use with handicapped students? Exceptional Children, 54(3), 263-271. Fuchs, L.S. (2004). The past, present, and future of curriculum-based measure­ ment research. School Psychology Review, 33(2), 188-192. Gallimore, R., Goldenberg, C., and Weisner, T. (1993). The social construction and subjective reality of activity settings: Implications for community psychology. American Journal of Community Psychology, 21, 537-559. García, E.E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teachers College Press. Garcia, G.E., and Pearson, P.D. (1994). Assessment and diversity. Review of Research in Education, 20, 337-391. Garcia, G.E., McKoon, G., and August, D. (2006). Synthesis: Language and literacy assessment. In D. August and T. Shanahan (Eds.), Developing literacy in second language learners. Mahwah, NJ: Lawrence Erlbaum Associates.

REFERENCES 409 Garcia, G.E., Stephens, D.L., Koenke, K.R., Pearson, P.D., Harris, V.J., and Jimenez, R.T. (1989). A study of classroom practices related to the reading of low-achieving students: Phase one (Study 2.2.3.5). Urbana: University of Illinois, Reading Research and Education Center. Genesee, F., Geva, E., Dressler, C., and Kamil, M. (2006). Synthesis: Cross- linguistic relationships. In D. August and T. Shanahan (Eds.), Report of the National Literacy Panel on Language Minority Youth and Children. Mahwah, NJ: Lawrence Erlbaum Associates. Gipps, C. (1999). Socio-cultural aspects of assessment. Review of Research in Education, 24, 355-392. Goldenberg, C., Rueda, R., and August, D. (2006). Synthesis: Sociocultural contexts and literacy development. In D. August and T. Shanahan (Eds.), Report of the National Literacy Panel on Language Minority Youth and Children. Mahwah, NJ: Lawrence Erlbaum Associates. Gopaul-McNicol, S., and Armour-Thomas, S.A. (2002). Assessment and culture. New York: Academic Press. Graziano, W.G., Varca, P.E., and Levy, J.C. (1982). Race of examiner effects and the validity of intelligence tests. Review of Educational Research, 52(4), 469-497. Green, R.L. (1980). Critical issues in testing and achievement of black Americans. Journal of Negro Education, 49(3), 238-252. Greenspan, S.I., and Meisels, S.J. (1996). Toward a new vision for the develop­ mental assessment of infants and young children. In S.J. Meisels and E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children (pp. 11-26). Washington, DC: Zero to Three. Gutiérrez-Clellen, V.F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302. Gutiérrez-Clellen, V.F., and Kreiter, J. (2003. Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics, 24, 267-288. Hagie, M.U., Gallipo, P.G., and Svien, L. (2003). Traditional culture versus traditional assessment for American Indian students: An investigation of potential test item bias. Assessment for Effective Intervention, 23(1), 15-25. Hall, C.C.I. (1997). Cultural malpractice: The growing obsolescence of psychology with the changing U.S. population. American Psychologist, 52(6), 624-651. Harbin, G., Rous, B., and McLean, M. (2005). Issues in designing state account­ ability systems. Journal of Early Intervention, 27(3), 137-164. Harry, B., and Klingler, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press. Hatton, D.D., Bailey, D.B., Burchinal, M.R., and Ferrell, K.A. (1997). Develop­ mental growth curves of preschool children with vision impairments. Child Development, 68(5), 788-806. Hebbeler, K., and Spiker, D. (2003). Initiatives on children with special needs. In J. Brooks-Gunn, A.S. Fuligni, and L.J. Berlin (Eds.), Early child development in the 21st century: Profiles of current research initiatives. New York: Teachers College Press.

410 EARLY CHILDHOOD ASSESSMENT Hebbeler, K., Barton, L., and Mallik, S. (2008). Assessment and accountability for program serving young children with disabilties. Exceptionality, 16(1), 48-63. Hebbeler, K., Spiker, D., Bailey, D., Scarbourgh, A., Mallik, S., Simeonsson, R., Singer, M., and Nelson, L. (2007). Early intervention for infants and toddlers with disabilities and their families: Participants, services, and outcomes. Menlo Park, CA: SRI International. Available: http://www.sri.com/neils/pdfs/NEILS_ Report_02_07_Final2.pdf [accessed July 2008]. Helms, J.E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 49(9), 1083-1101. Hemmeter, M.L., Ostrosky, M., and Fox, L. (2006). Social and emotional foundations for early interventions: A conceptual model for intervention. School Psychology Review, 35(4), 583-601. Hernandez, D. (2006). Young Hispanic children in the U.S.: A demographic portrait based on Census 2000. Tempe: Arizona State University. Hilliard, A.G. (1976). Alternatives to I.Q. testing: An approach to the identification of gifted minority students. Sacramento: California State Department of Education. Hilliard, A.G. (1979). Standardization and cultural bias impediments to the scientific study and validation of intelligence. Journal of Research and Development in Education, 12(2), 47-58. Hilliard, A.G. (1991). Testing African American students. Morristown, NJ: Aaron Press. Hilliard, A.G. (1994). What good is this thing called intelligence and why bother to measure it? Journal of Black Psychology, 20(4), 430-443. Hilliard, A.G. (2004). Intelligence: What good is it and why bother to measure it? In R. Jones (Ed.), Black psychology. Hampton, VA: Cobb and Henry. Hiner, N.R. (1989). The new history of children and the family and its implications for educational research. In W.J. Weston (Ed.), Education and the American family. New York: New York University Press. Laing, S.P., and Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools, 34(1), 44-55. Losardo, A., and Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore, MD: Brookes. Macy, M., Bricker, D.D., and Squires, J.K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for Part C services. Journal of Early Intervention, 28(1), 1-16. Madhere, S. (1998). Cultural diversity, pedagogy, and assessment strategies. The Journal of Negro Education, 67(3), 280-295. Markowitz, J., Carlson, E., Frey, W., Riley, J., Shimshak, A., Heinzen, H., Strohl, J., Klein, S., Hyunshik, L., and Rosenquist, C. (2006). Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview report from the Pre-Elementary Education Longitudinal Study (PEELS). Rockville, MD: Westat. Available: https://www.peels.org/Docs/PEELS%20Final%20Wave%201%20 Overview%20Report.pdf [accessed July 2008].

REFERENCES 411 McCardle, P., Mele-McCarthy, J., and Leos, K. (2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research and Practice, 20(1), 69-78. McConnell, S.R. (2000). Assessment in early intervention and early childhood special education: Building on the past to project into the future. Topics in Early Childhood Special Education, 20, 43-48. McCormick, L., and Noonan, M.J. (2002). Ecological assessment and planning. In M.M. Ostrosky and E. Horn (Eds.), Assessment: Gathering meaningful information (pp. 47-60). Missoula, MT: Division for Early Childhood. McCune, L., Kalmanson, B., Fleck, M.B., Glazewski, B., and Sillari, J. (1990). An interdisciplinary model of infant assessment. In S.J. Meisels and J.P. Shonkoff (Eds.), Handbook of early childhood intervention (pp. 219-245). New York: Cambridge University Press. McLean, L., and Cripe, J.W. (1997). The effectiveness of early intervention for children with communication disorders. In M. Guralnick (Ed.), The effectiveness of early intervention (pp. 329-428). Baltimore, MD: Brookes. McLean, M. (2004). Assessment and its importance in early intervention/early childhood special education. In M. McLean, M. Wolery, and D.B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (3rd ed., pp. 1-21). Upper Saddle River, NJ: Pearson Assessments. McLean, M. (2005). Using curriculum-based assessment to determine eligibility: Time for a paradigm shift. Journal of Early Intervention, 28(1), 23-27. McWilliam, R.A. (2004). DEC recommended practices: Interdisciplinary models. In S. Sandall, M.L. Hemmeter, B.J. Smith, and M.E. McLean (Eds.), DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education (pp. 127-131). Longmont, CO: Sopris West. Meisels, S.J., and Atkins-Burnett, S. (2000). The elements of early childhood assessment. In J.P. Shonkoff and S.J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 231-257). New York: Cambridge University Press. Meisels, S., and Provence, S. (1989). Screening and assessment: Guidelines for identifying young disabled and developmentally vulnerable children and their families. Washington, DC: National Early Childhood Technical Assistance System/National Center for Clinical Infant Programs. National Association for the Education of Young Children. (2005). Screening and assessment of young English-language learners: Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation. Washington, DC: Author. National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. A position statement. Washington, DC: National Association for the Education of Young Children. National Association of School Psychologists. (2000). Professional conduct manual. Bethesda, MD: Author.

412 EARLY CHILDHOOD ASSESSMENT National Association of School Psychologists. (2005). Position statement on early childhood assessment. Bethesda, MD: Author. National Association of Test Directors. (2004). The achievement gap: Test bias or school structures? Paper presented at the National Council on Measurement in Education, San Diego. National Child Care Information Center. (2005). Federal and state funding for early child care and education. Fairfax, VA: Author. National Clearinghouse for English Language Acquisition. (2006). The growing numbers of limited English proficient students: 1993/94-2003/04. Washington, DC: Office of English Language Acquisition, U.S. Department of Education. National Early Childhood Accountability Task Force. (2007). Taking stock: Assessing and improving early childhood learning and program quality. Philadelphia: Author. National Research Council. (1997). Educating one and all: Students with disabilities and standards-based reform. Committee on Goals 2000 and the Inclusion of Students with Disabilities, L.M. McDonnell and P. Morison (Eds.). Board on Testing and Assessment, Center for Education, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2000). Testing English language learners in U.S. schools: Report and workshop summary. Committee on Educational Excellence and Testing Equity, K. Hakuta and A. Beatty (Eds.). Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Neisworth, J.T., and Bagnato, S.J. (2004). The mismeasure of young children. Infants and Young Children, 17(3), 198-212. Neisworth, J., and Bagnato, S. (2005). DEC Recommended practices: Assessment. In S. Sandall, M.L. Hemmeter, B.J. Smith, and M. McLean (Eds.), DEC recommended practices. A comprehensive guide for practical application in early intervention/early childhood special education (pp. 45-70). Longmont, CO: Sopris West. Notari-Syverson, A., Losardo, A., and Lim, Y.S. (2003). Assessment of young children from culturally diverse backgrounds: A journey in progress. Assessment for Effective Intervention, 29(1), 39-51. Ochoa, S.H., Galarza, S., and Amado, A. (1996). An investigation of school psychologists’ assessment practices of language proficiency with bilingual and limited-English-proficient students. Diagnostique, 21(4), 17-36. Ochoa, S.H., Gonzalez, D., Galarza, A., and Guillemard, L. (1996). The training and use of interpreters in bilingual psychoeducational assessment: An alternative in need of study. Diagnostique, 21(3), 19-40. Ogbu, J.U. (1981). Origins of human competence: A cultural-ecological perspective. Child Development, 52, 413-429. Ogbu, J.U. (2004). Collective identity and the burden of “acting white” in black history, community, and education. Urban Review, 36(1), 1-35. Paredes Scribner, A. (2002). Best assessment and intervention practices with second language learners. In A.T.J. Grimes (Ed.), Best practices in school psychology IV. Bethesda, MD: National Association of School Psychologists.

REFERENCES 413 Pretti-Frontczak, K., Jackson, S., Gross, S.M., Grisham-Brown, J., Horn, E., and Harjusola-Webb, S. (2007). A curriculum framework that supports quality early education for all children. In E.M. Horn, C. Peterson, and L. Fox (Eds.), Linking curriculum to child and family outcomes (pp. 16-28). Missoula, MT: Division for Early Childhood. Qi, C.H., Kaiser, A.P., Milan, S.E., Yzquierdo, Z., and Hancock, T.B. (2003). The performance of low-income African American children on the Preschool Language Scale-3. Journal of Speech, Language, and Hearing Research, 46, 576- 590. Rebell, M.A. (1989). Testing, public policy, and the courts. In B. Gifford (Ed.), Test policy and the politics of opportunity allocation: The workplace and the law. Boston: Kluwer Academic. Reynolds, C.R. (1982). Methods for detecting construct and prediction bias. In R.A. Berk (Ed.), Handbook of methods for detecting test bias (pp. 199-259). Baltimore, MD: Johns Hopkins University Press. Reynolds, C.R. (1983). Test bias: In God we trust; all others must have data. Journal of Special Education, 17(3), 241-260. Reynolds, C.R., and Kamphaus, R.W. (2003). Behavior assessment system for children (2nd ed.). Minneapolis, MN: Pearson. Reynolds, C.R., Lowe, P.A., and Saenz, A.L. (1999). The problem of bias in psychological assessment. In C.R. Reynolds and T.B. Gutkin (Eds.), Handbook of school psychology (3rd ed., pp. 549-595). New York: Wiley. Rhodes, R., Ochoa, S.H., and Ortiz, S. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press. Rock, D.A., and Stenner, A.J. (2005). Assessment issues in the testing of children at school entry. The Future of Children, 15(1), 15-34. Rodrigue, J.R., Morgan, S.B., and Geffken, G.R. (1991). A comparative evaluation of adaptive behavior in children and adolescents with autism, Down syndrome, and normal development. Journal of Autism and Developmental Disorders, 21(2), 187-196. Rueda, R. (2007). Motivation, learning, and assessment of English learners. Paper presented at the School of Education, California State University, Northridge. Rueda, R., and Yaden, D. (2006). The literacy education of linguistically and culturally diverse young children: An overview of outcomes, assessment, and large-scale interventions. In B. Spodek and O.N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 167-186). Mahwah, NJ: Lawrence Erlbaum Associates. Rueda, R., MacGillivray, L., Monzó, L., and Arzubiaga, A. (2001). Engaged reading: A multi-level approach to considering sociocultural features with diverse learners. In D. McInerny and S.V. Etten (Eds.), Research on sociocultural influences on motivation and learning (pp. 233-264). Greenwich, CT: Information Age. Santos, R.M., Lee, S., Valdivia, R., and Zhang, C. (2001). Translating translations: Selecting and using translated early childhood materials. Teaching Exceptional Children, 34(2), 26-31.

414 EARLY CHILDHOOD ASSESSMENT Scarborough, A.A., Hebbeler, K.M., and Spiker, D. (2006). Eligibility characteristics of infants and toddlers entering early intervention in the United States. Journal of Policy and Practice in Intellectual Disabilities, 3(1), 57-64. Seymour, H.N., Roeper, T.W., de Villiers, J., and de Villiers, P.A. (2003). Diagnostic evaluation of language variation. San Antonio, TX: Pearson Assessments. Shackelford, J. (2006). State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA. NECTAC Notes, 21, 1-16. Sharma, S. (1986). Assessment strategies for minority groups. Journal of Black Studies, 17(1), 111-124. Skiba, R.J., Knesting, K., and Bush, L.D. (2002). Culturally competent assessment: More than nonbiased tests. Journal of Child and Family Studies, 11(1), 61-78. Slaughter-Defoe, D.T. (1995). Revisiting the concept of socialization: Caregiving and teaching in the 90s, a personal perspective. American Psychologist, 50(4), 276-286. Snyder, P., Lawson, S., Thompson, B., Stricklin, S., and Sexton, D. (1993). Evaluating the psychometric integrity of instruments used in early intervention research: The Battelle Developmental Inventory. Topics in Early Childhood Special Education, 13(2), 216-232. Spiker, D., and Hopmann, M. (1997). The effectiveness of early intervention for children with Down syndrome. In M. Guralnick (Ed.), The effectiveness of early intervention (pp. 271-306). Baltimore, MD: Brookes. Stockman, I.J. (2000). The new Peabody Picture Vocabulary Test-III: An illusion of unbiased assessment? Language, Speech, and Hearing Services in Schools, 31(4), 340-353. Suen, H.K., Logan, C.R., Neisworth, J.T., and Bagnato, S. (1995). Parent- professional congruence: Is it necessary? Journal of Early Intervention, 19(3), 243-252. Suen, H.K., Lu, C.H., Neisworth, J.T., and Bagnato, S.J. (1993). Measurement of team decision making through generalizability theory. Journal of Psycho­ educational Assessment, 11, 120-132. Thompson, S., and Thurlow, M. (2002). Universally designed assessments: Better tests for everyone! Minneapolis: University of Minnesota, National Center on Educational Outcomes. Thompson, S.J., Johnstone, C.J., and Thurlow, M.L. (2002). Universal design applied to large-scale assessment. Minneapolis: University of Minnesota, National Center on Educational Outcomes. U.S. Department of Education. (2008). Biennial report to Congress on the implementation of the Title II state formula grant program, school years 2004-2006. Washington, DC: Author. Valencia, R.R., and Suzuki, L.A. (2001). Intelligence testing and minority students: Foundations, performance factors, and assessment issues. Thousand Oaks, CA: Sage. VanDerHayden, A.M., and Snyder, P. (2006). Integrating frameworks from early childhood intervention and school psychology to accelerate growth for all children. School Psychology Review, 35(4), 519-534.

REFERENCES 415 Washington, J.A., and Craig, H.K. (1992). Performances of low-income, African American preschool and kindergarten children on the Peabody Picture Vocabulary Test-Revised. Language, Speech, and Hearing Services in Schools, 23, 329-333. Wechsler, D. (2003). The Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: Psychological Corporation. Wechsler, D. (2004). The Wechsler Intelligence Scale for Children—Spanish (4th ed.). San Antonio, TX: Psychological Corporation. Weisner, T.S. (1984). A cross-cultural perspective: Ecocultural niches of middle childhood. In A. Collins (Ed.), The elementary school years: Understanding development during middle childhood. Washington, DC: National Academy Press. Weisner, T.S. (1998). Human development, child well-being, and the cultural project of development. In D. Sharma and K. Fischer (Eds.), Socio-emotional development across cultures. New directions in child development, 81, 69-85. San Francisco, CA: Jossey-Bass. Wolery, M. (1989). Using assessment information to plan instructional programs. In D. Bailey and M. Wolery (Eds.), Assessing infants and toddlers with handicaps (pp. 478-495). Englewood Cliffs, NJ: Merrill/Prentice Hall. Wolery, M. (2003). Using assessment information to plan intervention programs. In M. McLean, M. Wolery, and D.B. Bailey (Eds.), Assessing infants and preschoolers with special needs. Upper Saddle River, NJ: Prentice Hall. Wolraich, M.L., Gurwitch, R.H., Bruder, M.B., and Knight, L.A. (2005). The role of comprehensive interdisciplinary assessments in the early intervention system. In M.J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 133-150). Baltimore, MD: Brookes. Woodcock, R.W., and Johnson, M.B. (1989). Woodcock-Johnson–Revised Tests of Cognitive Abilities. Itasca, IL: Riverside. Woodcock, R.W., McGrew, K.S., and Mather, N. (2001). Woodcock-Johnson III (WJ-III) Tests of Cognitive Abilities. Rolling Meadows, IL: Riverside. Woods, J., and McCormick, K. (2002). Toward an integration of child- and family- centered practices in the assessment of preschool children: Welcoming the family. Young Exceptional Children, 5(3), 2-11. World Health Organization. (2007). The international classification of functioning, disability and health—Children and youth version, ICF-CY. Geneva: Author. Ysseldyke, J.E., Thurlow, M.L., Kozleski, E., and Reschly, D. (1998). Accountability for the results of educating students with disabilities: Assessment conference report on the new assessment provisions of the 1997 amendments to the Individuals with Disabilities Education Act. Available: http://education.umn.edu/NCEO/ OnlinePubs/awgfinal.html [accessed January 2008]. Yzquierdo, Z., Blalock, G., and Torres-Velasquez, D. (2004). Language-appropriate assessments for determining eligibility of English language learners for special education services. Assessment for Effective Intervention, 29(2), 17-30. Zimmerman, I.L., Steiner, V.G., and Pond, R.E. (2002). Preschool Language Scale (4th ed.). San Antonio, TX: Harcourt Assessment.

416 EARLY CHILDHOOD ASSESSMENT Chapter 9 Duncan, S.E., and De Avila, E. (1998). Pre-Language Assessment Scale 2000. Monterey, CA: CTB McGraw-Hill. Espinosa, L. (2005). Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Special Issue, Psychology in the Schools, 42(8), 837-853. Kim, H., Baydar, N., and Greek, A. (2003). Testing conditions influence the race gap in cognition and achievement by household survey data. Applied Developmental Psychology, 23, 16. Mathematica Policy Research. (2006). Implementation of the Head Start National Reporting System: Spring 2005 update. Princeton, NJ: Author. Mathematica Policy Research. (2007). Language routing protocol developed for the First Five LA Universal Preschool Child Outcomes Study, 2007-2008. Princeton, NJ: Author. Mathematica Policy Research. (2008). Introduction to conducting assessments as part of survey projects: Presentation for staff development trainings. Princeton, NJ: Author. Maxwell, K.L., and Clifford, R.M. (2004). School readiness assessment. Young Children: Journal of the National Association for the Education of Young Children, January, 10. Available: http://journal.naeyc.org/btj/200401/Maxwell.pdf [accessed February 2008]. Meisels, S.J., and Atkins-Burnett, S. (2006). Evaluating early childhood assess­ ments: A differential analysis. In K. McCarney and D. Phillips (Eds.), Handbook of early childhood development (pp. 533-549). Cambridge, MA: Blackwell. Rowand, C., Sprachman, S., Wallace, I., Rhodes, H., and Avellar, H. (2005). Factors contributing to assessment burden in preschoolers. Paper presented at the American Association for Public Opinion Research, May, Miami, FL. Available: http:// www.allacademic.com/meta/p_mla_apa_research_citation/0/1/6/7/2/ p16722_index.html [accessed July 2008]. Shepard, L., Kagan, S.L., and Wurtz, L. (1998). Principles and recommendations for early childhood assessments. Goal 1 Early Childhood Assessments Resource Group. Washington, DC: National Education Goals Panel. Snow, K.L. (2006). Measuring school readiness: Conceptual and practical considerations. Early Education and Development, 17(1), 7-41. Spier, E.T., Sprachman, S., and Rowand, C. (2004). Implementing large-scale studies of children using clinical assessments. Paper presented at the Children and the Mediterranean Conference, January, Genoa, Italy. Sprachman, S., Atkins-Burnett, S., Glazerman, S., Avellar, S., and Loewenberg, M. (2007). Minimizing assessment burden on preschool children: Balancing burden and reliability. Paper presented at the Joint Statistical Meetings, September, Salt Lake City, UT.

REFERENCES 417 Chapter 10 American Educational Research Association, American Psychological Associa­ tion, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. Baker, E.L., Linn, R.L., Herman, J.L., and Koretz, D. (2002). Standards for educational accountability systems. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, University of California. Bruner, C., Wright, M.S., Gebhard, B., and Hubbard, S. (2004). Building an early learning system: The ABC’s of planning and governing structures. Des Moines, IA: SECPTAN. California Department of Education. (2003). Desired results for children and families. Sacramento: Author, Child Development Division. California Department of Education. (2005). Desired Results Developmental Profile-Revised (DRDP-R), Preschool Instrument. Sacramento: Author, Child Development Division. Espinosa, L.M. (2008). A review of the literature on assessment issues for young English language learners. Paper commissioned by the Committee on Developmental Outcomes and Assessments for Young Children, The National Academies, Washington, DC. Espinosa, L.M., and López, M.L. (2007). Assessment considerations for young English language learners across different levels of accountability. Philadelphia: The National Early Childhood Accountability Task Force. García, E.E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teachers College Press. Gilliam, W.S., and Zigler, E.F. (2004). State efforts to evaluate the effects of pre- kindergarten: 1977-2003. New Haven, CT: Yale University Child Study Center. Goodman, D.P., and Hambleton, R.K. (2003). Student test score reports and interpretive guides: Review of current practices and suggestions for future research. Amherst: University of Massachusetts School of Education. Hambleton, R.K., and Slater, S.C. (1997). Reliability of credentialing examinations and the impact of scoring models and standard setting policies. Applied Measurement in Education, 10, 19-38. Harms, T., Clifford, R., and Cryer, D. (1998). Early Childhood Environment Rating Scale (Revised ed.). New York: Teachers College Press. Harms, T., Cryer, R., and Clifford, R. (1990). Infant/Toddler Environment Rating Scale. (Revised ed.). New York: Teachers College Press. Herman, J.L., and Perry, M. (2002). California student achievement: Multiple views of K-12 progress. Menlo Park, CA: Ed Source. Jaeger, R.M. (1998). Evaluating the psychometric qualities of the National Board for Professional Teaching Standards’ assessments: A methodological accounting. Journal of Personnel Evaluation in Education, 22, 189-210. Kagan, S.L., Tarrant, K., and Berliner, A. (2005). Building a professional development system in South Carolina: Review and analysis of other state’s experiences. New York: Columbia University National Center for Children and Families.

418 EARLY CHILDHOOD ASSESSMENT Koretz, D.M., and Baron, S.I. (1998). The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS). Santa Monica, CA: RAND Corporation. Linn, R.L. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32(7), 3-13. Meisels, S.J. (2006). Accountability in early childhood: No easy answers. Chicago, IL: Erikson Institute. Mitchell, A.W. (2005). Stair steps to quality: A guide for states and communities developing quality rating systems for early care and education. Alexandria, VA: United Way Success by Six. National Early Childhood Accountability Task Force. (2007). Taking stock: Assessing and improving early childhood learning and program quality. Philadelphia: Author. National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment, J. Pellegrino, N. Chudowsky, R. Glaser (Eds.). Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2006). Systems for state science assessment. Committee on Test Design for K-12 Science Achievement, M.R. Wilson and M.W. Bertenthal (Eds.). Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Neuman, S.B., and Roskos, K. (2005). The state of state pre-kindergarten standards. Early Childhood Research Quarterly, 20(2), 125-145. New Jersey Office of Early Childhood Education. (2004). NJ early learning assessment system—Literacy. Trenton: New Jersey Department of Education. New Jersey Office of Early Childhood Education. (2006). NJ early learning assessment system—Math. Trenton: New Jersey Department of Education. Pianta, R.C. (2003). Standardized classroom observations from pre-K to third grade: A mechanism for improving quality classroom experiences during the P-3 years. New York: Foundation for Child Development. Scott-Little, C., Kagan, S.L., and Frelow, V.S. (2003a). Creating the conditions for success with early learning standards: Results from a national study of state- level standards for children’s learning prior to kindergarten. Early Childhood Research & Practice, 5(2). Scott-Little, C., Kagan, S.L., and Frelow, V.S. (2003b). Standards for preschool children’s learning and development: Who has standards, how were they developed, and how are they used? Greensboro: University of North Carolina.

REFERENCES 419 Smith, M., and Dickinson, D. (2002). User’s guide to the early language & literacy classroom observation toolkit. Available: http://www.brookespublishing.com/ store/books/smith-ellco/index.htm [accessed July 2008]. U.S. Department of Education. (2004). Standards and assessments peer review guidance: Information and examples for meeting requirements of the No Child Left Behind Act of 2001. Washington, DC: Author. Wainer, H. (1997). Improving tabular displays: With NAEP tables as examples and inspirations. Journal of Educational and Behavioral Statistics, 22, 1-30. Wainer, H., Hambleton, R.K., and Meara, K. (1999). Alternative displays for communicating NAEP results: A redesign and validity study. Journal of Educational Measurement, 36, 301-335. Chapter 11 American Educational Research Association, American Psychological Associa­ tion, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: Author. Christenson, S.L. (2004). The family-school partnership: An opportunity to promote learning and competence of all students. School Psychology Review, 33(1), 83-104. Goldenberg, C., Rueda, R., and August, D. (2006). Synthesis: Sociocultural contexts and literacy development. In D. August and T. Shanahan (Eds.), Report of the National Literacy Panel on Language Minority Youth and Children. Mahwah, NJ: Lawrence Erlbaum Associates. National Education Goals Panel. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. Washington, DC: Author. National Research Council. (1999). High stakes: Testing for tracking, promotion, and graduation. Committee on Appropriate Test Usage, J.P. Heubert and R.M. Hauser (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2006). Systems for state science assessment. Committee on Test Design for K-12 Science Achievement, M.R. Wilson and M.W. Bertenthal (Eds.). Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Eds.). Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Rueda, R. (2007). Motivation, learning, and assessment of English learners. Paper presented at the School of Education, California State University, Northridge, April.

420 EARLY CHILDHOOD ASSESSMENT Rueda, R., and Yaden, D. (2006). The literacy education of linguistically and culturally diverse young children: An overview of outcomes, assessment, and large-scale interventions. In B. Spodek and O.N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 167-186). Mahwah, NJ: Lawrence Erlbaum Associates. Rueda, R., MacGillivray, L., Monzó, L., and Arzubiaga, A. (2001). Engaged reading: A multi-level approach to considering sociocultural features with diverse learners. In D. McInerny and S.V. Etten (Eds.), Research on sociocultural influences on motivation and learning (pp. 233-264). Greenwich, CT: Information Age.

Next: Appendix A: Glossary of Terms Related to Early Childhood Assessment »
Early Childhood Assessment: Why, What, and How Get This Book
×
Buy Paperback | $69.95 Buy Ebook | $54.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs.

Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used.

Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!