Publications

Woods, A., Ahmed, S. F., Katz, B., & Morrison, F. J. (Under Review). Using nonparametric cluster analysis to classify academic and cognitive skills across early development.

 

Wang, Y., Ahmed, S. F., Dennis, B. S., Sienkowski, K. L., & Morrison, F. J. (Under Review). The development of executive function and relations to emergent academic skills: Exploring early sex differences. 

Dennis, B., Ahmed, S. F., Waters, N. E., & Morrison, F. J. (In Preparation, Write-up). Working memory mediates the relation between SES and academic achievement.

 

Ahmed, S. F., & Morrison, F. J. (In Preparation, Data Analysis). The development and validation of classroom-based executive function assessments in school-aged children. 

Reprinted: Hindman, A., Skibbe, L. E., & Morrison, F. J. (2011). Teacher outreach to families across the transition to school: An examination of teachers’ practices and their unique contributions to children’s early academic outcomes. In D. M. Laverick & M. R. Jalongo (Eds.).Educating the Young Child: Vol 4. Transitions to Early Care and Education (pp. 57-71). New York: Springer.

Wanless, S.B., McClelland, M.M., Acock, A.C, Ponitz, C.C., Son, S-H., Lan, X., Morrison, F.J. Chen, J-L., Chen, F-M, Lee, K, Sung, M., Su, L. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23 (2), 364-378.

Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P., . . . Schatschneider, C. (2011). Classroom instruction, child X instruction interactions and the impact of differentiating student instruction on third graders’ reading comprehension. Reading Research Quarterly, 46(3), 189-221.

Worzalla, S. L., Skibbe, L. E., Hindman, A. H., Aram, D., & Morrison, F. J. (2011).  Parental writing support and preschoolers’ early language, literacy, and fine motor skills. Early Childhood Research Quarterly.

Hindman, A. H., & Morrison, F. J. (2011). School-family partnership and its associations with early literacy and social skills among Head Start preschoolers. Elementary School Journal, 11(3), 359-386

Wanless, S. B., McClelland, M. M., Acock, A. C., Ponitz, C. C., Son, S.-H., Lan, X., Morrison, F. J.,Chen, J.-L., Chen, F.-M., Lee, K., Sung, M, & Li, S. (2011). Measuring behavioral regulation in four cultures. Psychological Assessment. 23(2), 364-378.

Skibbe, L. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26, 42-49.

Connor, Carol McDonald, Morrison, Frederick J., Schatschneider, Christopher, Toste, Jessica, Lundblom, Erin G., Crowe, Elizabeth, & Fishman, Barry. (2011). Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders’ word reading achievement. Journal for Research on Educational Effectiveness, 4(3), 173-207.

Connor, Carol McDonald, Morrison, Frederick J., Fishman, Barry, Giuliani, Sarah, Luck, Melissa, Underwood, Phyllis, . . . Schatschneider, Christopher. (2011). Classroom instruction, child X instruction interactions and the impact of differentiating student instruction on third graders’ reading comprehension. Reading Research Quarterly, 46(3), 189-221.

Cameron, C. E., & Morrison, F. J. (2011). Teacher activity orienting predicts preschoolers’ academic and self-regulatory skills. Early Education & Development, 22, 620-648.

Connor, Carol McDonald, & Morrison, Frederick J. (2012). Knowledge Acquisition in the Classroom: Literacy and Content Area Knowledge In A. M. Pinkham, T. Kaefer & S. B. Neuman (Eds.), Knowledge Development in Early Childhood: How Young Children Build Knowledge and Why It Matters (Vol. in press, pp. 220-241). New York: Guilford Press

Morrison, F. J., & Hindman, A. H.(2012). How is school readiness best fostered? In E. Reese & S. Suggate (Eds.), Contemporary debates in child development and education (pp. 123-132). New York: Routledge.

Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. Elementary School Journal, 113(1), 3-24.

Connor, Carol McDonald, Rice, Diana C., Canto, Angela I., Southerland, Sherry A., Underwood, Phyllis, Kaya, Sibel, . . . Morrison, Frederick J. (2012). Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students’ Content-Area Knowledge, Vocabulary, and Reading Skill Gains. The Elementary School Journal, 113(1), 52-75.

Hindman, A. H., & Morrison, F. J. (2012). The impact of parenting dimensions on preschool literacy and learning-related social skills in a middle-income sample. Merrill-Palmer Quarterly, 58(2), 191-223.

Cameron, C. E., Brock, L. B., Murrah, W. R., Bell, L., Worzalla, S., Grissmer, D. W., & Morrison, F. J.(2012). Fine motor skills and executive function both contribute to kindergarten achievement.Child Development, 83, 1229-1244.

Skibbe, L. E., Grimm, K. J., Bowles, R. P., & Morrison, F. J. (2012). Literacy growth in the academic year versus summer from preschool through second grade: Differential effects of schooling across four skills. Scientific Studies of Reading, 16, 141-165.

Guo, Ying, Connor, Carol McDonald, Yang, Yangyun, Roehrig, Alysia D., &  Morrison, Frederick J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. Elementary School Journal, 113(1), 3-24.

Skibbe, L. E., Bindman, S. W., Hindman, A. H., Aram, D., Morrison, F. J. (2013). Longitudinal relations between parental writing support and preschoolers’ language and literacy skills. Reading Research Quarterly, 48, 387-401.

Skibbe, L.E., Hindman, A. M., Connor, C. M., Housey, M., & Morrison, F. J. (2013). Relative contributions of pre-kindergarten and kindergarten to children’s literacy and mathematics skills.Early Education & Development, 24, 687-703.  

Falk, Emily B.1, Luke W. Hyde1, Colter Mitchell1, Jessica Faul, Richard Gonzalez, Mary Heitzeg, Daniel P. Keating, Kenneth M. Langa, Meghan E. Martz, Julie Maslowsky, Frederick J. Morrison, Douglas C. Noll, Megan E. Patrick, Fabian T. Pfeffer, Patricia A. Reuter-Lorenz, Moriah E. Thomason, Pamela Davis-Kean2, Christopher S. Monk2, and John Schulenberg2. (2013).“Neuroscience meets population science: What is a representative brain?” Proceedings of the National Academy of Sciences  1Joint First Authors, 2Senior Authors

Connor, Carol McDonald, Morrison, Frederick J., Fishman, Barry, Crowe, Elizabeth C., Al Otaiba, Stephanie, & Schatschneider, Christopher. (2013). A longitudinal cluster-randomized control study on the accumulating effects of individualized literacy instruction on students’ reading from 1st through 3rd grade. Psychological Science.

Wanless, S.B., McClelland, M.M., Lan, X., Son, S-H., Cameron, C.E., Morrison, F.J., Chen, F-M., Chen, J-L., Li, S., Lee, K., Sung, M. (2013). Gender differences in behavioral regulation in four societies: The U.S., Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28, 621-633.

Grammer, J. K., Coffman, J. L., & Ornstein, P. A., & Morrison, F. J. (2013). Change over Time: Conducting Longitudinal Studies of Children’s Cognitive Development.  Journal of Cognition and Development, 14, 1-14.

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