Background: In today's fast-paced world, the complexity of family relations is growing. This demands a closer look into the effects of parental marital relationships and parents' involvement on children's literacy outcomes. Objective: The study objective was to examine the connections between parental marital status, parental involvement, and…

Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional,…

This secondary analysis study examined patterns, predictors, and outcomes of dual language learners' (DLLs') development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly…

Consistent evidence points to the importance of the early childhood home environment for children's concurrent and subsequent development. Yet little is known about the long-term association between parental warmth in early childhood and children's social-emotional well-being in late childhood for children with and without disabilities. To explore…

Research Findings: Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin…

Research on the home literacy environment has predominantly centered on the quantity of word exposure rather than examining the role that nuanced parent-child interactions play in the home literacy environment and children's language and literacy development. The present study addressed this gap by using the Early Childhood Longitudinal…

Research Findings: Immigrant families who represent a growing share of the early schooling population face unique challenges related to involvement in their children's education. This study examined whether and to what extent home-based parent involvement and parental warmth are associated with the socio-emotional and academic outcomes of children…

This study examined the role of parents' early home language use in the English reading development of emergent bilinguals (N = 3,058) and how their relations are moderated by children's oral English language proficiency using longitudinal data from kindergarten to eighth grade (ages 6-15 years). Results from multi-group latent basis growth models…

Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of…

Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in maths and science, while…

Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students' (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent…

We analyzed a population-representative cohort (N=13,611; M[subscript age] at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims during third to fifth grade. We did so by estimating a block recursive structural equation model…

This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children's pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of…

Following a theoretical framework that recognizes the potential of promotive and inhibitive effects on children's development, this study explored child-, family-, classroom-, and school-level factors as predictors of Latinx (N = 4,590) students' early elementary science achievement. Research Findings: Employing a path modeling approach with…

Background: Despite rich cultural, lingual, and tribal assets, American Indian and Alaska Native (AIAN) children experience suboptimal educational outcomes that start before kindergarten entry. Evidence suggests that home literacy activities may be supportive of developmental outcomes within this population, but these home literacy activities have…