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Mary E. Bratsch-Hines, Ph.D. - Publications

Affiliations: 
2012 Education: Doctorate/Master's in Education University of North Carolina, Chapel Hill, Chapel Hill, NC 
Area:
Early Childhood Education, African American Studies, Black Studies
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26 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2022 Vernon-Feagans L, Carr RC, Bratsch-Hines M, Willoughby M. Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade. Developmental Psychology. 58: 1066-1082. PMID 35311312 DOI: 10.1037/dev0001080  0.704
2022 Burchinal M, Foster T, Garber K, Cohen-Vogel L, Bratsch-Hines M, Peisner-Feinberg E. Examining three hypotheses for pre-kindergarten fade-out. Developmental Psychology. PMID 35007112 DOI: 10.1037/dev0001302  0.336
2021 Varghese C, Bratsch-Hines M, Aiken H, Vernon-Feagans L. Elementary Teachers' Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities. Journal of Learning Disabilities. 22219421999844. PMID 33794688 DOI: 10.1177/0022219421999844  0.664
2020 Carr RC, Bratsch-Hines M, Varghese C, Vernon-Feagans L. Latent Class Growth Trajectories of Letter Name Knowledge During Pre-Kindergarten and Kindergarten. Journal of Applied Developmental Psychology. 69. PMID 32831448 DOI: 10.1016/J.Appdev.2020.101141  0.677
2020 Bratsch-Hines ME, Carr R, Zgourou E, Vernon-Feagans L, Willoughby M. Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes. Child Development. PMID 32662886 DOI: 10.1111/Cdev.13389  0.637
2020 Aiken H, Varghese C, Pedonti S, Bratsch-Hines M, Vernon-Feagans L. Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools Literacy Research and Instruction. 1-24. DOI: 10.1080/19388071.2020.1777230  0.668
2020 Jordan RLP, Bratsch-Hines M. Associations of Reading Knowledge with Kindergarten and First Grade Teachers’ Reported Instructional Strategies Literacy Research and Instruction. 1-21. DOI: 10.1080/19388071.2020.1774689  0.461
2020 Burchinal M, Foster TJ, Bezdek KG, Bratsch-Hines M, Blair C, Vernon-Feagans L. School-entry skills predicting school-age academic and social–emotional trajectories Early Childhood Research Quarterly. 51: 67-80. DOI: 10.1016/J.Ecresq.2019.08.004  0.654
2019 Vernon-Feagans L, Bratsch-Hines M, Reynolds E, Willoughby M. How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language. Child Development. PMID 31317532 DOI: 10.1111/Cdev.13281  0.669
2019 Bratsch-Hines M, Vernon-Feagans L, Pedonti S, Varghese C. Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary: Learning Disability Quarterly. 73194871985868. DOI: 10.1177/0731948719858683  0.652
2019 Varghese C, Vernon-Feagans L, Bratsch-Hines M. Rural classroom environments as contexts for teacher-child relationships The Journal of Educational Research. 112: 411-420. DOI: 10.1080/00220671.2018.1545214  0.706
2019 Bratsch-Hines ME, Burchinal M, Peisner-Feinberg E, Franco X. Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills Early Childhood Research Quarterly. 47: 74-88. DOI: 10.1016/J.Ecresq.2018.10.001  0.495
2019 Varghese C, Vernon-Feagans L, Bratsch-Hines M. Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school Early Childhood Research Quarterly. 47: 124-133. DOI: 10.1016/J.Ecresq.2018.09.005  0.678
2019 Reynolds E, Vernon-Feagans L, Bratsch-Hines M, Baker CE. Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families: Relations to children’s kindergarten achievement Early Childhood Research Quarterly. 47: 385-395. DOI: 10.1016/J.Ecresq.2018.09.002  0.675
2018 Vernon-Feagans L, Bratsch-Hines M, Varghese C, Cutrer EA, Garwood JD. Improving Struggling Readers’ Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention The Elementary School Journal. 118: 525-548. DOI: 10.1086/697491  0.639
2018 Jordan RL, Bratsch-Hines M, Vernon-Feagans L. Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools Teaching and Teacher Education. 74: 190-204. DOI: 10.1016/J.Tate.2018.05.002  0.658
2017 Bratsch-Hines ME, Mokrova I, Vernon-Feagans L. Rural Families' Use of Multiple Child Care Arrangements from 6 to 58 Months and Children's Kindergarten Behavioral and Academic Outcomes. Early Childhood Research Quarterly. 41: 161-173. PMID 29276338 DOI: 10.1016/J.Ecresq.2017.05.005  0.693
2017 Amendum SJ, Bratsch-Hines M, Vernon-Feagans L. Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners Reading Research Quarterly. 53: 155-174. DOI: 10.1002/Rrq.188  0.689
2016 Tichnor-Wagner A, Garwood JD, Bratsch-Hines M, Vernon-Feagans L. Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools Learning Disabilities Research and Practice. 31: 6-21. DOI: 10.1111/Ldrp.12090  0.684
2016 Varghese C, Garwood JD, Bratsch-Hines M, Vernon-Feagans L. Exploring magnitude of change in teacher efficacy and implications for students' literacy growth Teaching and Teacher Education. 55: 228-239. DOI: 10.1016/J.Tate.2016.01.011  0.674
2015 Vernon-Feagans L, Bratsch-Hines M, Varghese C, Bean A, Hedrick A. The Targeted Reading Intervention: Face-to-Face vs. Webcam Literacy Coaching of Classroom Teachers Learning Disabilities Research and Practice. 30: 135-147. DOI: 10.1111/Ldrp.12062  0.693
2015 Bratsch-Hines ME, Mokrova I, Vernon-Feagans L, Feagans LV, Cox M, Blair C, Burchinal P, Burton L, Crnic K, Crouter A, Garrett-Peters P, Greenberg M, Lanza S, Mills-Koonce R, Werner E, et al. Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten Early Childhood Research Quarterly. 30: 106-116. DOI: 10.1016/J.Ecresq.2014.09.002  0.677
2014 Berry D, Blair C, Ursache A, Willoughby M, Garrett-Peters P, Vernon-Feagans L, Bratsch-Hines M, Mills-Koonce WR, Granger DA. Child care and cortisol across early childhood: context matters. Developmental Psychology. 50: 514-25. PMID 23772818 DOI: 10.1037/A0033379  0.665
2013 Vernon-Feagans L, Bratsch-Hines ME. Caregiver-Child Verbal Interactions in Child Care: A Buffer against Poor Language Outcomes when Maternal Language Input is Less. Early Childhood Research Quarterly. 28: 858-873. PMID 24634566 DOI: 10.1016/J.Ecresq.2013.08.002  0.687
2013 Bratsch-Hines ME, Vernon-Feagans L. Child Care Changes, Home Environment Quality, and the Social Competence of African American Children at Age 3 Early Education and Development. 24: 1065-1081. DOI: 10.1080/10409289.2013.736359  0.667
2012 Vernon-Feagans L, Garrett-Peters P, De Marco A, Bratsch-Hines M. Children Living in Rural Poverty: The Role of Chaos in Early Development The Oxford Handbook of Poverty and Child Development. DOI: 10.1093/oxfordhb/9780199769100.013.0025  0.616
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