Kristin S. Farley

The Ohio State University — United States

Psychology · Social Sciences

7h-index324citations14works0.02yr avg
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Research Topics

Reading and Literacy Development(13), Early Childhood Education and Development(10), Child Development and Digital Technology(4), Education Systems and Policy(4), Parental Involvement in Education(3)

Publications14 total

Profiles and Predictors of Children’s Growth in Alphabet Knowledge
Journal of Education for Students Placed at Risk (JESPAR)·2021· 24 citedOpen Access
Exploring the Nature of Associations between Educators' Knowledge and Their Emergent Literacy Classroom Practices.
Grantee Submission·2020
Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices
Reading and Writing·2020· 38 cited
Examining Early Childhood Language and Literacy Learning Opportunities in Relation to Maternal Education and Children’s Initial Skills
Journal of Education for Students Placed at Risk (JESPAR)·2019· 6 cited
At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes.
Journal of Educational Psychology·2019· 50 citedOpen Access
Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning
Dyslexia·2019· 89 cited
At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children's Outcomes.
Grantee Submission·2019· 1 cited
Early Childhood Educators' Knowledge about Language and Literacy: Associations with Practice and Children's Learning.
Grantee Submission·2019
Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children's Language and Literacy Outcomes.
OhioLink ETD Center (Ohio Library and Information Network)·2018Open Access
Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners
Journal of Research in Childhood Education·2017· 20 cited
Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms
Assessment for Effective Intervention·2017· 3 cited
Assessing Preschool Professionals’ Learning Experiences in Ohio: What Have We Learned?
Insecta mundi·2017· 1 citedOpen Access
Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes
Journal of Research on Educational Effectiveness·2016· 84 cited
Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms
Early Education and Development·2016· 8 cited

Frequent Co-authors

Shayne B. Piasta(12), Laura M. Justice(9), Ann A. O’Connell(7), Somin Park(4), Melissa Weber-Mayrer(4), Rachel E. Schachter(4), Caitlin F. Spear(4), Pamela Soto Ramirez(4), Susan A. Mauck(2), Jessica A. R. Logan(1), Tara M. Strang(1), Matthew E. Brock(1), Christian Winterbottom(1), Mine Dogucu(1), Beth M. Phillips(1), Jason L. Anthony(1), Ryan P. Bowles(1), Susie Mauck(1), Susan A. Mauch(1)