Table of Contents Author Guidelines

Citations to this Journal [601 citations: 1–100 of 564 articles]

Articles published in Child Development Research have been cited 601 times. The following is a list of the 564 articles that have cited the articles published in Child Development Research.

  • Alice Brown, and Alice Brown, “Surveying the Terrain—Realising the Potential of Researching with Young Families,” Respectful Research With and About Young Families, pp. 1–32, 2019. View at Publisher · View at Google Scholar
  • Alice Brown, and Alice Brown, “Gathering Layers of Meaning in Context,” Respectful Research With and About Young Families, pp. 149–190, 2019. View at Publisher · View at Google Scholar
  • Lars Orbach, Moritz Herzog, and Annemarie Fritz, “Math Anxiety During the Transition from Primary to Secondary School,” Inclusive Mathematics Education, pp. 419–447, 2019. View at Publisher · View at Google Scholar
  • Katherine M. Robinson, “Arithmetic Concepts in the Early School Years,” Mathematical Learning and Cognition in Early Childhood, pp. 165–185, 2019. View at Publisher · View at Google Scholar
  • Kelli Jo Kerry-Moran, and Juli-Anna Aerila, “Introduction: The Strength of Stories,” Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning, vol. 16, pp. 1–8, 2019. View at Publisher · View at Google Scholar
  • Anu Kajamies, Janne Lepola, and Aino Mattinen, “Scaffolding Children’s Narrative Comprehension Skills in Early Education and Home Settings,” Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning, vol. 16, pp. 153–173, 2019. View at Publisher · View at Google Scholar
  • Mele Taumoepeau, “Culture, Communication and Socio-cognitive Development: Understanding the Minds of Others,” Children’s Social Worlds in Cultural Context, pp. 41–54, 2019. View at Publisher · View at Google Scholar
  • Beatriz Vargas Dorneles, “Mathematical Learning and Its Difficulties in Latin-American Countries,” International Handbook of Mathematical Learning Difficulties, pp. 201–212, 2019. View at Publisher · View at Google Scholar
  • Vitor Geraldi Haase, and Helga Krinzinger, “Adding all up: Mathematical Learning Difficulties Around the World,” International Handbook of Mathematical Learning Difficulties, pp. 311–325, 2019. View at Publisher · View at Google Scholar
  • Vitor Geraldi Haase, Amanda Paola Lobo Guimarães, and Guilherme Wood, “Mathematics and Emotions: The Case of Math Anxiety,” International Handbook of Mathematical Learning Difficulties, pp. 469–503, 2019. View at Publisher · View at Google Scholar
  • M. Anais Martinez, Alisha Osornio, May Ling D. Halim, and Kristina M. Zosuls, “Gender: Awareness, Identity, and Stereotyping,” Reference Module in Neuroscience and Biobehavioral Psychology, 2019. View at Publisher · View at Google Scholar
  • Danielle Dalimonte-Merckling, and Jessica M. Williams, “Parenting Styles and Their Effects,” Reference Module in Neuroscience and Biobehavioral Psychology, 2019. View at Publisher · View at Google Scholar
  • Hanne Kristensen, Beate Oerbeck, and Katharina Manassis, “Selective Mutism,” Pediatric Anxiety Disorders, pp. 225–250, 2019. View at Publisher · View at Google Scholar
  • Jeffrey N. Jones, “The Influence of Diverse Youth Development Models on Student Engagement and Academic Outcomes,” Handbook of Student Engagement Interventions, pp. 297–308, 2019. View at Publisher · View at Google Scholar
  • Melissa E. Libertus, “Understanding the Link Between the Approximate Number System and Math Abilities,” Cognitive Foundations for Improving Mathematical Learning, pp. 91–106, 2019. View at Publisher · View at Google Scholar
  • Edy Veneziano, and Ageliki Nicolopoulou, “Introduction to narrative, literacy and other skills,” Narrative, Literacy and Other Skills, vol. 25, pp. 21–38, 2019. View at Publisher · View at Google Scholar
  • Denise Dávila, and Yunying Xu, “Transcending the Challenge at the Library,” Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, pp. 186–204, 2019. View at Publisher · View at Google Scholar
  • Kandy Smith, “Literacy and RTI on the Secondary Level,” Advanced Strategies and Models for Integrating RTI in Secondary Schools, pp. 89–110, 2019. View at Publisher · View at Google Scholar
  • Sonia Q. Cabell, Tricia A. Zucker, Jamie DeCoster, Stefanie B. Copp, and Susan Landry, “Impact of a Parent Text Messaging Program on Pre-Kindergarteners’ Literacy Development,” AERA Open, vol. 5, no. 1, pp. 233285841983333, 2019. View at Publisher · View at Google Scholar
  • Emily Stanford, Stephanie Durrleman, and Hélène Delage, “The Effect of Working Memory Training on a Clinical Marker of French-Speaking Children With Developmental Language Disorder,” American Journal of Speech-Language Pathology, pp. 1–23, 2019. View at Publisher · View at Google Scholar
  • Juan González-Hernández, and Antonio Jesús Muñoz-Villena, “Perfectionism and sporting practice: functional stress regulation in adolescence,” Anales de Psicologia, vol. 35, no. 1, pp. 148–155, 2019. View at Publisher · View at Google Scholar
  • Menekşe Eskici, and Gökhan Ilgaz, “Lise Öğrencileri ve Matematik: Tutum, Başarı ve Cinsiyet Işığında,” Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2019. View at Publisher · View at Google Scholar
  • Jennifer Culbertson, and Kathryn Schuler, “Artificial Language Learning in Children,” Annual Review of Linguistics, vol. 5, no. 1, pp. 353–373, 2019. View at Publisher · View at Google Scholar
  • Eric L.G. Legge, “Comparative Spatial Memory and Cue Use: The Contributions of Marcia L. Spetch to the study of Small-Scale Spatial Cognition,” Behavioural Processes, 2019. View at Publisher · View at Google Scholar
  • Esther Burkitt, Dawn Watling, and Hannah Message, “Expressivity in children's drawings of themselves for adult audiences with varied authority and familiarity,” British Journal of Developmental Psychology, 2019. View at Publisher · View at Google Scholar
  • Joyce Lin, Ellen Litkowski, Katrina Schmerold, Jim Elicker, Sara A. Schmitt, and David J. Purpura, “Parent–Educator Communication Linked to More Frequent Home Learning Activities for Preschoolers,” Child & Youth Care Forum, 2019. View at Publisher · View at Google Scholar
  • Chloe Zachary, and Deborah J. Jones, “The Role of Irritability in the Treatment of Behavior Disorders: A Review of Theory, Research, and a Proposed Framework,” Clinical Child and Family Psychology Review, 2019. View at Publisher · View at Google Scholar
  • Nina K. Simms, and Dedre Gentner, “Finding the middle: Spatial language and spatial reasoning,” Cognitive Development, vol. 50, pp. 177–194, 2019. View at Publisher · View at Google Scholar
  • Mele Taumoepeau, Sanam Sadeghi, and Ashlie Nobilo, “Cross-cultural differences in children’s theory of mind in Iran and New Zealand: The role of caregiver mental state talk,” Cognitive Development, vol. 51, pp. 32–45, 2019. View at Publisher · View at Google Scholar
  • Mayuko Iriguchi, Hiroki Koda, Takamasa Koyama, and Nobuo Masataka, “Modulation of visual attention assessed using the Stroop task during the menstrual cycle: Comparison between the menstrual and ovulation phases,” Color Research & Application, 2019. View at Publisher · View at Google Scholar
  • Stefanie Vanbecelaere, Katrien Van den Berghe, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, and Fien Depaepe, “The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes,” Computers & Education, pp. 103680, 2019. View at Publisher · View at Google Scholar
  • John D. Ranney, and Wendy Troop-Gordon, “The role of popularity and digital self-monitoring in adolescents' cyberbehaviors and cybervictimization,” Computers in Human Behavior, 2019. View at Publisher · View at Google Scholar
  • Erin E. Wood, Shelia M. Kennison, and Geena C. Jackson, “The role of parenting style of single parents in young children’s risk-taking,” Current Psychology, 2019. View at Publisher · View at Google Scholar
  • Stefanie Hoehl, Stefanie Keupp, Hanna Schleihauf, Nicola McGuigan, David Buttelmann, and Andrew Whiten, “‘Over-imitation’: A review and appraisal of a decade of research,” Developmental Review, vol. 51, pp. 90–108, 2019. View at Publisher · View at Google Scholar
  • Mona Eikel-Pohen, “Assessing Disability-Inclusive Language Teaching Methods with Multimodality and Universal Design Principles,” Die Unterrichtspraxis/Teaching German, vol. 52, no. 1, pp. 1–13, 2019. View at Publisher · View at Google Scholar
  • Rayhan Sk, Anuradha Banerjee, Rakesh Mishra, and Somdutta Barua, “Quality of care and early childhood developmental status in Nepal: a multilevel analysis,” Early Child Development and Care, pp. 1–14, 2019. View at Publisher · View at Google Scholar
  • Hanna Wickstrom, and Janette Pelletier, “Understanding the relation between behavioral self-regulation, academic learning, and children’s drawings in kindergarten,” Early Child Development and Care, pp. 1–15, 2019. View at Publisher · View at Google Scholar
  • Jane Torr, “Infants’ Experiences of Shared Reading with Their Educators in Early Childhood Education and Care Centres: An Observational Study,” Early Childhood Education Journal, 2019. View at Publisher · View at Google Scholar
  • Meghan K. Erkel, Vicky F. Abregu del Pino, and Angela M. Bayer, “Exploring the Literacy Habits of Caregivers with Young Children Ages 11–25 Months Old in Lima, Peru: A Pilot Study for the LIBRE Project,” Early Childhood Education Journal, 2019. View at Publisher · View at Google Scholar
  • Claudia Galindo, Susan Sonnenschein, and Angélica Montoya-Ávila, “Latina mothers’ engagement in children’s math learning in the early school years: Conceptions of math and socialization practices,” Early Childhood Research Quarterly, vol. 47, pp. 271–283, 2019. View at Publisher · View at Google Scholar
  • Rosa Catharina Teepe, Inge Molenaar, Ron Oostdam, Ruben Fukkink, and Ludo Verhoeven, “Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program,” Early Childhood Research Quarterly, vol. 48, pp. 226–236, 2019. View at Publisher · View at Google Scholar
  • Anne Conway, Jane Waldfogel, and Yi Wang, “Disparities in kindergarteners’ executive functions at kindergarten entry: Relations with parenting and child care,” Early Childhood Research Quarterly, vol. 48, pp. 267–283, 2019. View at Publisher · View at Google Scholar
  • Rimma Ivanova, Iza Berechikidze, Farida Gazizova, Elena Gorozhanina, and Nailya Ismailova, “Parent–teacher interaction and its role in preschool children’s development in Russia,” Education 3-13, pp. 1–12, 2019. View at Publisher · View at Google Scholar
  • Thomas E. Hunt, Ovidiu Bagdasar, David Sheffield, and Malcolm B. Schofield, “Assessing Domain Specificity in the Measurement of Mathematics Calculation Anxiety,” Education Research International, vol. 2019, pp. 1–7, 2019. View at Publisher · View at Google Scholar
  • Lisa Coffey, and Armani Davis, “The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes,” Education Sciences, vol. 9, no. 2, pp. 125, 2019. View at Publisher · View at Google Scholar
  • Bor-Chen Kuo, “Chinese and mathematics,” Educational Psychology, vol. 39, no. 5, pp. 569–571, 2019. View at Publisher · View at Google Scholar
  • Ann Dowker, Olivia Cheriton, Rachel Horton, and Winifred Mark, “Relationships between attitudes and performance in young children’s mathematics,” Educational Studies in Mathematics, 2019. View at Publisher · View at Google Scholar
  • Yuichi Miyakawa, Kei Takasawa, Yohei Matsubara, Kenji Ihara, Yoshiaki Ohtsu, Hotaka Kamasaki, Kazuteru Kitsuda, Hironori Kobayashi, Mari Satoh, Sinichiro Sano, Sumito Dateki, Hiroshi Mochizuki, Ichiro Yokota, Yukihiro Hasegawa, and Kenichi Kashimada, “Language delay and developmental catch-up would be a clinical feature of pseudohypoparathyroidism type 1A during childhood,” Endocrine Journal, 2019. View at Publisher · View at Google Scholar
  • Paul Deane, Swapna Somasundaran, René R. Lawless, Hilary Persky, and Colleen Appel, “The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative,” ETS Research Report Series, 2019. View at Publisher · View at Google Scholar
  • Theano Kokkinaki, Vassilis.G.S. Vasdekis, and Emmanuel Devouche, “Maternal and paternal infant-directed speech to girls and boys: An exploratory study,” European Journal of Developmental Psychology, pp. 1–36, 2019. View at Publisher · View at Google Scholar
  • Jessica L. Montag, “Differences in sentence complexity in the text of children’s picture books and child-directed speech,” First Language, pp. 014272371984999, 2019. View at Publisher · View at Google Scholar
  • Hanneke I. Van Mier, Tamara M. J. Schleepen, and Fabian C. G. Van den Berg, “Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders,” Frontiers in Psychology, vol. 9, 2019. View at Publisher · View at Google Scholar
  • Annelise Júlio-Costa, Aline Aparecida Silva Martins, Guilherme Wood, Máira Pedroso de Almeida, Marlene de Miranda, Vitor Geraldi Haase, and Maria Raquel Santos Carvalho, “Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children’s Math Anxiety,” Frontiers in Psychology, vol. 10, 2019. View at Publisher · View at Google Scholar
  • Silke Luttenberger, Manuela Paechter, and Bernhard Ertl, “Self-Concept and Support Experienced in School as Key Variables for the Motivation of Women Enrolled in STEM Subjects With a Low and Moderate Proportion of Females,” Frontiers in Psychology, vol. 10, 2019. View at Publisher · View at Google Scholar
  • Renato Donfrancesco, Claudio Vezzani, Giuliana Pinto, Lucia Bigozzi, Angela Dibenedetto, Maria Grazia Melegari, Paola Gregori, Elda Andriola, Francesca Di Roma, Alessia Renzi, Renata Tambelli, and Michela Di Trani, “The Validation of the Free Fantasy Questionnaire for Children and Adolescents: From Imaginary Playmate to “Dreamtime”,” Frontiers in Psychology, vol. 10, 2019. View at Publisher · View at Google Scholar
  • Jing Zhang, Nan Zhao, and Qi Ping Kong, “The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation,” Frontiers in Psychology, vol. 10, 2019. View at Publisher · View at Google Scholar
  • Fotini Bonoti, Vasilia Christidou, and Georgia Maria Spyrou, “‘A smile stands for health and a bed for illness’: Graphic cues in children’s drawings,” Health Education Journal, pp. 001789691983558, 2019. View at Publisher · View at Google Scholar
  • Jaime Puccioni, Erin Ruth Baker, and John Mark Froiland, “Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement,” Infant and Child Development, 2019. View at Publisher · View at Google Scholar
  • Sinéad McNally, Cathal McCrory, Jean Quigley, and Aisling Murray, “Decomposing the social gradient in children’s vocabulary skills at 3 years of age: A mediation analysis using data from a large representative cohort study,” Infant Behavior and Development, vol. 57, pp. 101326, 2019. View at Publisher · View at Google Scholar
  • Anu Laine, Maija Ahtee, and Liisa Näveri, “Impact of Teacher’s Actions on Emotional Atmosphere in Mathematics Lessons in Primary School,” International Journal of Science and Mathematics Education, 2019. View at Publisher · View at Google Scholar
  • C. Di Dio, F. Manzi, S. Itakura, T. Kanda, H. Ishiguro, D. Massaro, and A. Marchetti, “It Does Not Matter Who You Are: Fairness in Pre-schoolers Interacting with Human and Robotic Partners,” International Journal of Social Robotics, 2019. View at Publisher · View at Google Scholar
  • Ronald B. Gillam, James W. Montgomery, Julia L. Evans, and Sandra L. Gillam, “Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment,” International Journal of Speech-Language Pathology, pp. 1–12, 2019. View at Publisher · View at Google Scholar
  • Yinager Workineh, and Teklemariam Gultie, “Latency period and early initiation of breastfeeding in term premature rupture of membrane in Southern Ethiopia, 2017,” Italian Journal of Pediatrics, vol. 45, no. 1, 2019. View at Publisher · View at Google Scholar
  • Gloriana Bartoli, Daniela Bulgarelli, and Paola Molina, “Theory of Mind Development in Children with Visual Impairment: The Contribution of the Adapted Comprehensive Test ToM Storybooks,” Journal of Autism and Developmental Disorders, 2019. View at Publisher · View at Google Scholar
  • Hui Li, Sierra Eisen, and Angeline S. Lillard, “Anthropomorphic media exposure and preschoolers’ anthropomorphic thinking in China,” Journal of Children and Media, pp. 1–14, 2019. View at Publisher · View at Google Scholar
  • Melissa Renee Freire, and Kristen Pammer, “Reading Between the Lines: Neurocognition and Reading Acquisition in Remote Indigenous Australia,” Journal of Cross-Cultural Psychology, pp. 002202211982738, 2019. View at Publisher · View at Google Scholar
  • Chenyi Zhang, and J. Claire Cook, “A reflective professional development intervention model of early writing instruction,” Journal of Early Childhood Teacher Education, vol. 40, no. 2, pp. 177–196, 2019. View at Publisher · View at Google Scholar
  • Josefine Karlsson, Dietsje Jolles, Arnout Koornneef, Paul van den Broek, and Linda Van Leijenhorst, “Individual differences in children’s comprehension of temporal relations: Dissociable contributions of working memory capacity and working memory updating,” Journal of Experimental Child Psychology, vol. 185, pp. 1–18, 2019. View at Publisher · View at Google Scholar
  • Kata Gellén, and David Buttelmann, “Rational imitation declines within the second year of life: Changes in the function of imitation,” Journal of Experimental Child Psychology, vol. 185, pp. 148–163, 2019. View at Publisher · View at Google Scholar
  • Md. Hasan Reza, and Nicole F. Bromfield, “Human Rights Violations Against Street Children Working in the Informal Economy in Bangladesh: Findings from a Qualitative Study,” Journal of Human Rights and Social Work, 2019. View at Publisher · View at Google Scholar
  • Larissa de Souza Salvador, Ricardo Moura, Guilherme Wood, and Vitor Geraldi Haase, “Cognitive heterogeneity of math difficulties: A bottom-up classification approach,” Journal of Numerical Cognition, vol. 5, no. 1, pp. 55–85, 2019. View at Publisher · View at Google Scholar
  • N D Napitupulu, A Munandar, S Redjeki, and B Tjahyono, “Interaction of students motivation and ecological phenomena toward learning outcomes using problem-based ecopedagogy,” Journal of Physics: Conference Series, vol. 1157, pp. 022045, 2019. View at Publisher · View at Google Scholar
  • N R Siregar, S Wimbarti, and M Ilham, “Individual differences in attitudes toward mathematics,” Journal of Physics: Conference Series, vol. 1188, pp. 012005, 2019. View at Publisher · View at Google Scholar
  • Elena Commodari, Maria Guarnera, Andrea Di Stefano, and Santo Di Nuovo, “Children Learn to Read: How Visual Analysis and Mental Imagery Contribute to the Reading Performances at Different Stages of Reading Acquisition,” Journal of Psycholinguistic Research, 2019. View at Publisher · View at Google Scholar
  • Marie-Lyne Smadja, Dorit Aram, and Margalit Ziv, “The Impact of Variations in Text Presence in Children’s Storybooks on Preschool Teachers’ Discourse,” Journal of Research in Childhood Education, pp. 1–18, 2019. View at Publisher · View at Google Scholar
  • Yara Aljahlan, and Tammie J. Spaulding, “The Impact of Manipulating Attentional Shifting Demands on Preschool Children With Specific Language Impairment,” Journal of Speech, Language, and Hearing Research, pp. 1–14, 2019. View at Publisher · View at Google Scholar
  • Michelle I. Brown, David Trembath, Marleen F. Westerveld, and Gail T. Gillon, “A Pilot Study of Early Storybook Reading With Babies With Hearing Loss,” Journal of Speech, Language, and Hearing Research, pp. 1–16, 2019. View at Publisher · View at Google Scholar
  • Fatma Erdoğan, and Sare Şengül, “Yansıtıcı Düşünme Etkinliklerinin Altıncı Sınıf Öğrencilerinin Matematik Tutumuna Etkisi,” Kastamonu Eğitim Dergisi, vol. 27, no. 1, pp. 247–260, 2019. View at Publisher · View at Google Scholar
  • Bokyung Park, Minjoo Kim, Nana Shin, Kibong Yun, and Jee Un Noh, “The Effects of Maternal Parenting Behaviors on Toddlers’ Externalizing Problem Behaviors: The Mediating Effect of Compliance,” Korean Journal of Child Studies, vol. 40, no. 2, pp. 57–73, 2019. View at Publisher · View at Google Scholar
  • Hanako Yoshida, Aakash Patel, and Joseph Burling, “Gaze as a Window to the Process of Novel Adjective Mapping,” Languages, vol. 4, no. 2, pp. 33, 2019. View at Publisher · View at Google Scholar
  • Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Asko Tolvanen, and Mikko Aro, “Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children,” Learning and Individual Differences, vol. 69, pp. 173–181, 2019. View at Publisher · View at Google Scholar
  • Sarah R. Powell, Jennifer K. Gilbert, and Lynn S. Fuchs, “Variables influencing algebra performance: Understanding rational numbers is essential,” Learning and Individual Differences, vol. 74, pp. 101758, 2019. View at Publisher · View at Google Scholar
  • Joanne Eaves, Nina Attridge, and Camilla Gilmore, “Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts,” Learning and Instruction, vol. 61, pp. 84–98, 2019. View at Publisher · View at Google Scholar
  • Ö. Ece Demir-Lira, Macarena Suárez-Pellicioni, John V. Binzak, and James R. Booth, “Attitudes Toward Math Are Differentially Related to the Neural Basis of Multiplication Depending on Math Skill,” Learning Disability Quarterly, pp. 073194871984660, 2019. View at Publisher · View at Google Scholar
  • Fábio Saraiva Flôres, Luis P. Rodrigues, Fernando Copetti, Frederico Lopes, and Rita Cordovil, “Affordances for Motor Skill Development in Home, School, and Sport Environments: A Narrative Review,” Perceptual and Motor Skills, pp. 003151251982927, 2019. View at Publisher · View at Google Scholar
  • Di Wu, Renée Baillargeon, Maayan Stavans, and Yi Lin, “Catastrophic individuation failures in infancy: A new model and predictions,” Psychological Review, vol. 126, no. 2, pp. 196–225, 2019. View at Publisher · View at Google Scholar
  • Patricia J. Bauer, Lynne Baker-Ward, Peter Krøjgaard, Carole Peterson, and Qi Wang, “Evidence Against Depiction as Fiction: A Comment on “Fictional First Memories” (Akhtar, Justice, Morrison, & Conway, 2018),” Psychological Science, pp. 095679761983451, 2019. View at Publisher · View at Google Scholar
  • C. Devichi, and M. Noyer-Martin, “L’écriture du prénom nécessite-t-elle des connaissances alphabétiques ?,” Psychologie Française, 2019. View at Publisher · View at Google Scholar
  • Feng Xiao, Tie Sun, Senqing Qi, and Qingfei Chen, “Common and distinct brain responses to detecting top‐down and bottom‐up conflicts underlying numerical inductive reasoning,” Psychophysiology, 2019. View at Publisher · View at Google Scholar
  • Theresa A. Roberts, Patricia F. Vadasy, and Elizabeth A. Sanders, “Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences,” Reading Research Quarterly, 2019. View at Publisher · View at Google Scholar
  • Rufan Luo, Catherine S. Tamis‐LeMonda, and Alan L. Mendelsohn, “Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters,” Reading Research Quarterly, 2019. View at Publisher · View at Google Scholar
  • Erin E. Barton, Hedda Meadan, and Angel Fettig, “Comparison of visual analysis, non-overlap methods, and effect sizes in the evaluation of parent implemented functional assessment based interventions,” Research in Developmental Disabilities, vol. 85, pp. 31–41, 2019. View at Publisher · View at Google Scholar
  • A. Rui Gomes, A. Manuela Gonçalves, Olga Dias, and Catarina Morais, “Parental Behavior, Cognitive Appraisal, and Motivation in Young Athletes,” Research Quarterly for Exercise and Sport, pp. 1–15, 2019. View at Publisher · View at Google Scholar
  • Lorenza Di Pentima, Alessandro Toni, and Grazia Attili, “Attaccamento, locus of control e quadri sintomatologici: differenze per genere ed età in infanzia e adolescenza,” Ricerche Di Psicologia, no. 2, pp. 251–283, 2019. View at Publisher · View at Google Scholar
  • Elliott W. Friedlander, “The Home Literacy Ecology in Rural Rwanda and Its Relationship to Early Grade Reading,” Scientific Studies of Reading, pp. 1–18, 2019. View at Publisher · View at Google Scholar
  • Vibha Kaushik, and Christine A. Walsh, “Pragmatism as a Research Paradigm and Its Implications for Social Work Research,” Social Sciences, vol. 8, no. 9, pp. 255, 2019. View at Publisher · View at Google Scholar
  • K. Kovács, J. Kéringer, N. Gyömbér, and Á. Lénárt, “Risk Factors In H Ungarian Elite Rythmic Gymnastic From Psychological Aspect The Relation Among Body Image, Motivation, Burn-Out And Perceived Coach And Parent-Autonomy Support,” Sport Science and Human Health, no. 2, pp. 74–79, 2019. View at Publisher · View at Google Scholar
  • Dieneke Van de Sompel, and Iris Vermeir, ““Playing by the Book”: Determinants of Children's Preference for Replicating and Originating Play,” The Journal of Creative Behavior, 2019. View at Publisher · View at Google Scholar
  • Shari R. Metzger, Susan Sonnenschein, and Claudia Galindo, “Elementary-age children’s conceptions about mathematics utility and their home-based mathematics engagement,” The Journal of Educational Research, pp. 1–16, 2019. View at Publisher · View at Google Scholar
  • Adriana Weisleder, Carolyn Brockmeyer Cates, Jessica F. Harding, Samantha B. Johnson, Caitlin F. Canfield, Anne M. Seery, Caroline D. Raak, Angelica Alonso, Benard P. Dreyer, and Alan L. Mendelsohn, “Links between Shared Reading and Play, Parent Psychosocial Functioning, and Child Behavior: Evidence from a Randomized Controlled Trial,” The Journal of Pediatrics, 2019. View at Publisher · View at Google Scholar