Dominic F Gullo
Biographic Data
| ID | 1477818 |
|---|---|
| NAME | Dominic F Gullo |
| GIVEN NAMES | Dominic F |
| FAMILY NAME | Gullo |
| SIGNATURE | GULLO D F |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0002-6183-5525 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Predicting child externalizing behavior ratings in Head Start
Neglected validities
A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices
Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten
Kindergarten schedules
The Relationship Between Head Start Parental Involvement and the Economic and Social Self-Sufficiency of Head Start Families
Ura Jean Oyemade, Valora Washington, Dominic F. Gullo, The Relationship Between Head Start Parental Involvement and the Economic and Social Self-Sufficiency of Head Start Families, The Journal of Negro Education, Vol. 58, No. 1 (Winter, 1989), pp. 5-15
The effect of sex labels on adults' knowledge of infant development
Older Adolescents' Differential Expectations of Infants' Development
A 56-item questionnaire concerning infants' development was administered to 239 older adolescents (119 males, 120 females) to determine their understanding of the emergence of motor, cognitive, language, and personal-social behaviors. Analyses of variance indicated that subjects deviated significantly farther from the normative score on their expectations for cognitive and personal behaviors than on motor or language behaviors. Infants' perceived…
Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade
This study examined differences in boys' and girls' achievement at the end of kindergarten and first grade. Although no sex differences were found on developmental indexes when children entered kindergarten, sex differences in achievement were noted on four of five measures of achievement by the end of kindergarten. In all instances girls outperformed boys. By the end of first grade, however, no sex differences were evident on four measures of ac…
Changes in Peer Interaction during the First Three Years of Life
Facilitating children's understanding of questions through pictures
The effects of pictorialization on low- and middle-social class (SES) children's comprehension of wh-questions was examined. Sixty middle- and 60 low-SES children, aged 3;6 to 5;2, were asked to respond to six types of wh-questions in two stimulus conditions. The pictures in Stimulus I contained information to answer more than one wh-question. The pictures in Stimulus II contained information to answer only one wh-question. Both SES groups answer…
A developmental study of low- and middle-class children's responses to wh-questions
Qualitative and developmental differences in low- and middle socioeconomic status (SES) preschoolers' responses to wh-questions were investigated. Sixty low-SES and 60 middle-SES children between the ages 3;6 and 5;2 participated in the study. Findings indicate that the order of acquisition of wh-words was different between low- and middle- SES children relative to the development of why constructs. Low-SES children were also shown to employ a di…
Comparison of Scores for Normal Preschool Children on Peabody Picture Vocabulary Test-Revised and Mc Carthy Scales of Children's Abilities
In this study, the relationship between preschoolers' performance on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Scales of Children's Abilities was examined. The sample of 15 3-yr.-olds and 15 4-yr.-olds was randomly selected from four nursery school classes. Scores on the Peabody correlated significantly with the General Cognitive Index, Verbal, and Perceptual scales of the McCarthy tests for the 3-yr.-olds; and with th…
Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten
A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices
The Relationship Between Head Start Parental Involvement and the Economic and Social Self-Sufficiency of Head Start Families
Ura Jean Oyemade, Valora Washington, Dominic F. Gullo, The Relationship Between Head Start Parental Involvement and the Economic and Social Self-Sufficiency of Head Start Families, The Journal of Negro Education, Vol. 58, No. 1 (Winter, 1989), pp. 5-15
Kindergarten schedules
Facilitating children's understanding of questions through pictures
The effects of pictorialization on low- and middle-social class (SES) children's comprehension of wh-questions was examined. Sixty middle- and 60 low-SES children, aged 3;6 to 5;2, were asked to respond to six types of wh-questions in two stimulus conditions. The pictures in Stimulus I contained information to answer more than one wh-question. The pictures in Stimulus II contained information to answer only one wh-question. Both SES groups answer…
A developmental study of low- and middle-class children's responses to wh-questions
Qualitative and developmental differences in low- and middle socioeconomic status (SES) preschoolers' responses to wh-questions were investigated. Sixty low-SES and 60 middle-SES children between the ages 3;6 and 5;2 participated in the study. Findings indicate that the order of acquisition of wh-words was different between low- and middle- SES children relative to the development of why constructs. Low-SES children were also shown to employ a di…
Comparison of Scores for Normal Preschool Children on Peabody Picture Vocabulary Test-Revised and Mc Carthy Scales of Children's Abilities
In this study, the relationship between preschoolers' performance on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Scales of Children's Abilities was examined. The sample of 15 3-yr.-olds and 15 4-yr.-olds was randomly selected from four nursery school classes. Scores on the Peabody correlated significantly with the General Cognitive Index, Verbal, and Perceptual scales of the McCarthy tests for the 3-yr.-olds; and with th…
Changes in Peer Interaction during the First Three Years of Life
Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade
This study examined differences in boys' and girls' achievement at the end of kindergarten and first grade. Although no sex differences were found on developmental indexes when children entered kindergarten, sex differences in achievement were noted on four of five measures of achievement by the end of kindergarten. In all instances girls outperformed boys. By the end of first grade, however, no sex differences were evident on four measures of ac…
Older Adolescents' Differential Expectations of Infants' Development
A 56-item questionnaire concerning infants' development was administered to 239 older adolescents (119 males, 120 females) to determine their understanding of the emergence of motor, cognitive, language, and personal-social behaviors. Analyses of variance indicated that subjects deviated significantly farther from the normative score on their expectations for cognitive and personal behaviors than on motor or language behaviors. Infants' perceived…
The effect of sex labels on adults' knowledge of infant development
The Relationship Between Head Start Parental Involvement and the Economic and Social Self-Sufficiency of Head Start Families
Ura Jean Oyemade, Valora Washington, Dominic F. Gullo, The Relationship Between Head Start Parental Involvement and the Economic and Social Self-Sufficiency of Head Start Families, The Journal of Negro Education, Vol. 58, No. 1 (Winter, 1989), pp. 5-15
Kindergarten schedules
Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten
A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices
Neglected validities
Predicting child externalizing behavior ratings in Head Start
Developmental psychology (13 works) · Psychology (13 works) · Early Childhood Education and Development (10 works) · Medicine (4 works) · Academic achievement (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Cognition (3 works) · Mathematics education (3 works)