Department of Language, Literacy, EdD, Exceptional Education, and Physical Education, University of South Florida, Tampa (Dr Hadley); Teachers College, Columbia University, New York, New York (Dr Scott); Child & Family Studies, University of South Florida, Tampa (Dr Foster); Department of Teaching, Learning, & Diversity, Vanderbilt University, Nashville, Tennessee (Dr Dickinson); Department of Psychology, Temple University, Philadelphia, Pennsylvania (Dr Hirsh-Pasek); and School of Education, University of Delaware, Newark (Dr Golinkoff).
Corresponding Author: Elizabeth Burke Hadley, PhD, Department of Language, Literacy, EdD, Exceptional Education, and Physical Education, College of Education, University of South Florida, 4202 E Fowler Ave., EDU 105 Tampa, FL 33620 ([email protected]).
This study was funded by grant R305A150435 from the Institute of Education Sciences, US Department of Education. The opinions expressed are those of the authors and do not represent the views of the Institute or the US Department of Education. The authors thank Molly F. Collins, Emily Hopkins, Rebecca Dore, and Jessica Lawson-Adams for their work on this grant.
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Author disclosures can be found at https://links.lww.com/TLD/A99.
