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1. PARENTS USING EXPLICIT INSTRUCTION TO TEACH READING TO THEIR CHILDREN AT-RISK FOR READING DIFFICULTIES

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2. TEACHERS' ATTITUDES TOWARD KINDERGARTEN INCLUSION IN CHINA

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3. Parents' attitudes toward kindergarten assessment and selection in Taiwan: A study using government-identified quality factors

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4. INCREMENTAL VALIDITY OF KINDERGARTEN COGNITIVE ABILITY, PHONEMIC AWARENESS, LETTER KNOWLEDGE, AND RAPID SERIAL NAMING ON LATER READING ACHIEVEMENT

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5. Stories from Kindergarten: A Study of Teachers of Young Children in Public School Kindergarten Classroom Under the Standards Based Accountability Design

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6. Understanding Self-Regulation, Links to School Readiness, and Implications for Intervening with High-Risk Children

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7. A Study of Turkish Kindergarten Teachers’ Attitudes Toward Two Instructional Models: Direct Instruction and Child-Initiated Instruction

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8. Study Evaluating a Cognitive Behavioral Play Intervention for Kindergarten Students with Externalizing Behaviors

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9. Penn, Play, Pandemic, and Pathway Policy A Critical Discourse Study Examining: Compulsory Education Equity and Access

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