Cited by

• 2002The Influence of Context, Timing, and Duration of Risk Experiences for the Passage from Childhood to Midadulthood193 cited
• 2007Risk and protective factors for urban African‐American youth191 cited
• 2004The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School.177 cited
• 2006Economic disparities in middle childhood development: Does income matter?170 cited
• 2004The Relations Between Contextual Risk, Earned Income, and the School Adjustment of Children From Economically Disadvantaged Families.160 cited
• 2012The association between preschool children's social functioning and their emergent academic skills155 cited
• 2000Understanding Resilience: The Role of Social Resources147 cited
• 2013Mathematics and Science Learning Opportunities in Preschool Classrooms136 cited
• 2004Socioeconomic Adversity, Educational Resilience, and Subsequent Levels of Adult Adaptation135 cited
• 2009Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start130 cited
• 1999Contextual Risk, Caregiver Emotionality, and the Problem Behaviors of Six- and Seven-Year-Old Children from Economically Disadvantaged Families129 cited
• 2006Environmental risk and young children’s cognitive and behavioral development125 cited
• 2010Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes Within a High-Risk Sample113 cited
• 2008Development of a Family-based Program to Reduce Risk and Promote Resilience Among Families Affected by Maternal Depression: Theoretical Basis and Program Description108 cited
• 2000A panel analysis of student mathematics achievement in the US in the 1990s: does increasing the amount of time in learning activities affect math achievement?89 cited
• 2007Relation Between Reading Problems and Internalizing Behavior in School for Preadolescent Children From Economically Disadvantaged Families89 cited