| # | Title | Journal | Year | Citations |
|---|
| 1 | When learning a second language means losing the first | Early Childhood Research Quarterly | 1991 | 762 |
| 2 | Teachers’ judgments of problems in the transition to kindergarten | Early Childhood Research Quarterly | 2000 | 738 |
| 3 | Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs | Early Childhood Research Quarterly | 2008 | 719 |
| 4 | The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school | Early Childhood Research Quarterly | 2006 | 553 |
| 5 | Children at risk for early academic problems: the role of learning-related social skills | Early Childhood Research Quarterly | 2000 | 552 |
| 6 | Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs | Early Childhood Research Quarterly | 2010 | 545 |
| 7 | Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms | Early Childhood Research Quarterly | 2008 | 517 |
| 8 | Quality of language and literacy instruction in preschool classrooms serving at-risk pupils | Early Childhood Research Quarterly | 2008 | 486 |
| 9 | A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading | Early Childhood Research Quarterly | 2000 | 481 |
| 10 | The role of home literacy environment in the development of language ability in preschool children from low-income families | Early Childhood Research Quarterly | 1994 | 461 |
| 11 | Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds | Early Childhood Research Quarterly | 1998 | 461 |
| 12 | How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds | Early Childhood Research Quarterly | 2010 | 458 |
| 13 | Touch your toes! Developing a direct measure of behavioral regulation in early childhood | Early Childhood Research Quarterly | 2008 | 451 |
| 14 | Characteristics of infant child care: Factors contributing to positive caregiving | Early Childhood Research Quarterly | 1996 | 420 |
| 15 | Home and preschool learning environments and their relations to the development of early numeracy skills | Early Childhood Research Quarterly | 2012 | 418 |
| 16 | Educational effects of the Tools of the Mind curriculum: A randomized trial | Early Childhood Research Quarterly | 2008 | 416 |
| 17 | The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten | Early Childhood Research Quarterly | 2009 | 412 |
| 18 | Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention | Early Childhood Research Quarterly | 2004 | 409 |
| 19 | Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade | Early Childhood Research Quarterly | 2006 | 372 |
| 20 | Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten | Early Childhood Research Quarterly | 1997 | 363 |
| 21 | Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research | Early Childhood Research Quarterly | 2007 | 347 |
| 22 | Relations between preschool attention span-persistence and age 25 educational outcomes | Early Childhood Research Quarterly | 2013 | 347 |
| 23 | Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings | Early Childhood Research Quarterly | 2008 | 328 |
| 24 | The physical activity levels of preschool-aged children: A systematic review | Early Childhood Research Quarterly | 2008 | 318 |
| 25 | The cognitive development of young dual language learners: A critical review | Early Childhood Research Quarterly | 2014 | 303 |
| 26 | How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms | Early Childhood Research Quarterly | 2010 | 297 |
| 27 | Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics | Early Childhood Research Quarterly | 2007 | 285 |
| 28 | Teacher–child relationship quality: The roles of child temperament and teacher–child interactions | Early Childhood Research Quarterly | 2009 | 278 |
| 29 | The high/scope preschool curriculum comparison study through age 23 | Early Childhood Research Quarterly | 1997 | 275 |
| 30 | The prediction of process quality from structural features of child care | Early Childhood Research Quarterly | 1997 | 273 |
| 31 | The “Effects” of infant day care reconsidered | Early Childhood Research Quarterly | 1988 | 271 |
| 32 | The language and literacy development of young dual language learners: A critical review | Early Childhood Research Quarterly | 2014 | 271 |
| 33 | School and home connections and children's kindergarten achievement gains: The mediating role of family involvement | Early Childhood Research Quarterly | 2012 | 266 |
| 34 | Within and beyond the classroom door: assessing quality in child care centers | Early Childhood Research Quarterly | 2000 | 264 |
| 35 | Consequences of three preschool curriculum models through age 15 | Early Childhood Research Quarterly | 1986 | 259 |
| 36 | Relations between early family risk, children's behavioral regulation, and academic achievement | Early Childhood Research Quarterly | 2010 | 259 |
| 37 | Science as the center of a coherent, integrated early childhood curriculum | Early Childhood Research Quarterly | 2004 | 258 |
| 38 | Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? | Early Childhood Research Quarterly | 2006 | 245 |
| 39 | A comparison of mother and father involvement with their preschool age children | Early Childhood Research Quarterly | 1993 | 243 |
| 40 | Does training matter? A meta-analysis and review of caregiver training studies | Early Childhood Research Quarterly | 2007 | 238 |
| 41 | Science learning pathways for young children | Early Childhood Research Quarterly | 2004 | 236 |
| 42 | Early childhood education teachers: Do they practice what they preach? | Early Childhood Research Quarterly | 1997 | 235 |
| 43 | Interrelationships among prereading and oral language skills in kindergartners from two social classes | Early Childhood Research Quarterly | 1987 | 231 |
| 44 | Two-way and monolingual English immersion in preschool education: An experimental comparison | Early Childhood Research Quarterly | 2007 | 231 |
| 45 | Which preschool mathematics competencies are most predictive of fifth grade achievement? | Early Childhood Research Quarterly | 2016 | 231 |
| 46 | Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care | Early Childhood Research Quarterly | 1995 | 230 |
| 47 | The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development | Early Childhood Research Quarterly | 2002 | 228 |
| 48 | Home environments and young Latino children's school readiness | Early Childhood Research Quarterly | 2006 | 227 |
| 49 | The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions | Early Childhood Research Quarterly | 2010 | 222 |
| 50 | Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention | Early Childhood Research Quarterly | 2015 | 222 |
