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References

Barnett, W. Steven, Cynthia Lamy, and Kwang-Hee Jung. (2005). The effects of state prekindergarten programs on young children’s school readiness in five states. New Brunswick, NJ: National Institute for Early Education Research.

Bryk, A. S. & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.

Dickinson, D.K., & Tabors, P.O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H. Brookes.

Lonigan, C.J., Burgess, S.R., & Anthony, J.L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 30(5), 596-613.

Magnuson, Katherine, Christopher Ruhm, and Jane Waldfogel. (2006). Does prekindergarten improve school preparation and performance? Economics of Education Review (forthcoming).

National Research Council. (1999). Starting out right: A guide to promoting children’s reading success. Washington, D.C.: National Academy Press.

Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, D.C. National Association for the Education of Young Children (NAEYC).

Neuman, S.B., & Roskos, K. (1998). Children achieving: Best practices in early literacy. Newark, DE: International Reading Association.

Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.

Whitehurst, G.J., & Lonigan, C.J. (2001). Emergent literacy: Development from prereaders to readers. In Neuman & Dickinson (Eds.), Handbook of Early Literacy Research (pp. 11-29). New York: Guilford Press.



 

 

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