Judith J. Carta

TL;DR: Results indicated that SES-related differences in child language prior to school were predictive of subsequent verbal ability, receptive and spoken language, and academic achievement assessed on standardized tests in kindergarten through grade 3, however, none of the predictor variables were related to direct measures of elementary schooling.

TL;DR: In this paper, the authors discuss classwide peer tutoring as an effective instructional procedure and present a review of effectiveness data concerning classroom process (i.e., ecological and behavioral factors) and student achievement outcomes.

TL;DR: Challenging behavior exhibited by young children is becoming recognized as a serious impediment to social-emotional development and a harbinger of severe maladjustment in school and adult life as mentioned in this paper.

TL;DR: In this paper, the authors discuss peer tutoring strategies as an effective class of peer-mediated procedures for both classroom behavior management and direct instruction for both direct instruction and reinforcement learning.

TL;DR: The rationales and basic premises of both the Developmentally Appropriate Practice approach and early childhood special education are reviewed and suggestions for standards that should guide the evaluation of all programs that serve young children with disabilities are offered.