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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Psychometric Evaluation of the Children's Behavior Questionnaire-Very Short Form in Preschool Children Using Parent and Teacher Report
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Allan, Nicholas P.; Lonigan, Christopher J.; Wilson, Shauna B. – Early Childhood Research Quarterly, 2013
Temperament is a developmentally important construct, hierarchically comprised of several lower-order dimensions subsumed under effortful control, negative affectivity, and surgency. The Children's Behavior Questionnaire-Very Short Form (CBQ-VSF) was developed as a brief measure of the higher-order factors of temperament to aid researchers in…
Descriptors: Measures (Individuals), Psychometrics, Preschool Children, Questionnaires
Multi-Method Assessment of ADHD Characteristics in Preschool Children: Relations between Measures
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Sims, Darcey M.; Lonigan, Christopher J. – Early Childhood Research Quarterly, 2012
Several forms of assessment tools, including behavioral rating scales and objective tests such as the Continuous Performance Test (CPT), can be used to measure inattentive and hyperactive/impulsive behaviors associated with Attention-Deficit/Hyperactivity Disorder (ADHD). However, research with school-age children has shown that the correlations…
Descriptors: Evidence, Attention Deficit Hyperactivity Disorder, Conceptual Tempo, Performance Tests
Name-Writing Proficiency, Not Length of Name, Is Associated with Preschool Children's Emergent Literacy Skills
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Puranik, Cynthia S.; Lonigan, Christopher J. – Early Childhood Research Quarterly, 2012
The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In Study 1, a range of emergent…
Descriptors: Spelling, Alphabets, Preschool Children, Emergent Literacy
Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children
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Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk – Early Childhood Research Quarterly, 2011
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name…
Descriptors: Spelling, Phonological Awareness, Preschool Children, Emergent Literacy
Home Environments and Young Latino Children's School Readiness
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Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Lonigan, Christopher J. – Early Childhood Research Quarterly, 2006
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39-49 months (M=45.00; S.D.=5.40) completed questionnaires about their family demography, their home…
Descriptors: Family Environment, Preschool Children, Hispanic Americans, School Readiness
Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income Backgrounds.
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Lonigan, Christopher J.; Whitehurst, Grover J. – Early Childhood Research Quarterly, 1998
Evaluated the effects of a six-week interactive shared-reading intervention with 3- to 4-year olds from low-income families who attended subsidized child care. The intervention involved teacher-reading at school, parents-reading at home, both-reading, or a no-treatment control. Found that significant gains on measures of oral language and language…
Descriptors: Comparative Analysis, Early Intervention, Language Skills, Low Income Groups