Eileen T. Rodriguez, Ph.D.

2008 New York University, New York, NY, United States 
Developmental Psychology, Cognitive Psychology
"Eileen Rodriguez"


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Catherine Tamis-LeMonda grad student 2008 NYU
 (The home literacy environment: Predictors of trajectories across the first five years and relations to children's school readiness at pre-kindergarten.)
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McClowry SG, Rodriguez ET, Tamis-Lemonda CS, et al. (2013) Teacher/student interactions and classroom behavior: The role of student temperament and gender Journal of Research in Childhood Education. 27: 283-301
Rodriguez ET, Tamis-LeMonda CS. (2011) Trajectories of the home learning environment across the first 5 years: associations with children's vocabulary and literacy skills at prekindergarten. Child Development. 82: 1058-75
McClowry SG, Snow DL, Tamis-Lemonda CS, et al. (2010) Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades. School Mental Health. 2: 23-35
Rodriguez ET, Tamis-LeMonda CS, Spellmann ME, et al. (2009) The formative role of home literacy experiences across the first three years of life in children from low-income families Journal of Applied Developmental Psychology. 30: 677-694
Raikes H, Pan BA, Luze G, et al. (2006) Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life. Child Development. 77: 924-53
Cristofaro TN, Rodriguez ET. (2002) Commentary on the Social Policy Panel: Imprecise Boundaries Between Basic and Applied Research Nhsa Dialog: a Research-to-Practice Journal For the Early Intervention Field. 5: 407-409
Rodriguez ET, Cristofaro TN, Markese S. (2002) Bridging the Gaps Among Developmental Research, Practice, and Public Policy Nhsa Dialog: a Research-to-Practice Journal For the Early Intervention Field. 5: 390-406
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