Mary Bratsch‐hine

Biographic Data

ID	229531
NAME	Mary Bratsch‐hine
GIVEN NAMES	Mary
FAMILY NAME	Bratsch‐hine
SIGNATURE	HINE M B
AFFILIATIONS	University of North Carolina at Chapel Hill
ORCID	0000-0001-5962-1117
VERIFIED	Yes
TOTAL WORKS	25
TOTAL CITATIONS	78
AUTHOR COUNT	25
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2013
LATEST PUBLICATION YEAR	2026
H-INDEX	7

Child Care Instability and Children’s Developmental Outcomes
Eleni Zgourou, Steven J Holochwost et al.ARTICLEEarly Education and Development2026
Research Findings: This systematic review examines the relation between child care instability, defined as sequential changes in child care arrangements, and children’s developmental outcomes, while synthesizing findings about factors that moderate the relation between child care instability and children’s development. Guided by the PRISMA guidelines and employing rigorous selection criteria, we screened 7,119 articles for eligibility and identif…
Pre-kindergarten classroom experiences and child outcomes through first grade
Open AccessMargaret Burchinal, Robert Pianta et al.ARTICLEEarly Childhood Research Quarterly2026References: 74
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Open AccessArya Ansari, Natalie A Koziol et al.ARTICLEEarly Childhood Research Quarterly2025References: 1
Associations of state-funded prekindergarten with early elementary literacy and absences
Open AccessMary Bratsch‐hine, Kevin C Bastian et al.ARTICLEEarly Childhood Research Quarterly2025References: 2
Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network
Open AccessMichael Little, Kevin C Bastian et al.ARTICLEEarly Childhood Research Quarterly2024References: 6
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills
Kylie Garber, Tiffany J Foster et al.ARTICLEEarly Education and Development2023
Research Findings: The present study examined the transition practices reported by 59 pre-kindergarten (pre-k) and 186 kindergarten teachers in the rural Southeastern United States, and asked if transition practices related to skills at the beginning and end of kindergarten for 387 children. Analyses indicated kindergarten teachers offered more transition practices than pre-k teachers, and the transition practices children received varied dependi…
Teacher-child racial/ethnic match from prekindergarten through first grade
Open AccessMary Bratsch‐hine, Lora Cohen‐vogel et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 3References: 6
Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade
Open AccessLynne Vernon‐feagan, Robert C Carr et al.ARTICLEDevelopmental Psychology2022References: 7
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and later literacy skills across elementary school. The current study examined how multiple years of earl…
Examining three hypotheses for pre-kindergarten fade-out
Open AccessMargaret Burchinal, Tiffany J Foster et al.ARTICLEDevelopmental Psychology2022Cited by: 8
Pre-kindergarten (Pre-K) programs typically improve early academic skills, but those gains too often disappear after children transition to elementary school. At least three hypotheses explain this "fade-out" of Pre-K effects: Pre-K does not focus on the "trifecta skills" that uniquely support subsequent learning and development; the quality of school-age experiences as "sustaining environments" are more important for Pre-K attenders than nonatte…
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Open AccessCheryl Varghese, Mary Bratsch‐hine et al.ARTICLEJournal of Learning Disabilities2021
Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program wit…
How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language
Open AccessLynne Vernon‐feagan, Mary Bratsch‐hine et al.ARTICLEChild Development2020
The maternal language input literature suggests that mothers with more education use a greater quantity and complexity of language with their young children compared to mothers with less education although race and socioeconomic status have been confounded in most studies because of small sample sizes. The current Family Life study included a representative sample of 1,292 children, oversampling for poverty and African American, followed from bir…
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes
Open AccessMary Bratsch‐hine, Robert C Carr et al.ARTICLEChild Development2020
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsa…
Relating early care and education quality to preschool outcomes
Open AccessMargaret Burchinal, Kylie Garber et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 8References: 17
Mothers' and Fathers' Mental State Talk
Open AccessE Reynolds, Patricia Garrett‐peter et al.ARTICLEJournal of Marriage and the Family2020References: 64
ObjectiveThe current study examined the contributions of cultural and economic contexts and family, child, and parent characteristics to explain variation within and between mothers' and fathers' mental state talk (i.e., cognition, desire, modulation of assertion, and other mental state talk) to their 6-month-old infants.BackgroundGrowing evidence supports the importance of mental state talk for children, yet few studies have examined factors tha…
School-entry skills predicting school-age academic and social–emotional trajectories
Open AccessMargaret Burchinal, Tiffany J Foster et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 8References: 17
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
Open AccessCheryl Varghese, Lynne Vernon‐feagan et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 2References: 5
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families
Open AccessE Reynolds, Lynne Vernon‐feagan et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 3References: 8
Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills
Open AccessMary Bratsch‐hine, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 7References: 11
Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools
Open AccessRebecca Lee Payne Jordan, Mary Bratsch‐hine et al.ARTICLETeaching and Teacher Education2018Cited by: 2References: 2
Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners
Open AccessSteven J Amendum, Mary Bratsch‐hine et al.ARTICLEReading Research Quarterly2018Cited by: 1References: 38
The purpose of this study was to evaluate whether the Targeted Reading Intervention ( TRI ), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners ( EL s). Participants for the current study were drawn from a larger three‐year randomized controlled trial and included 108 EL s from 47 classrooms randomly assigned to treatment and control condi…
Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes
Open AccessMary Bratsch‐hine, Irina L Mokrova et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 3References: 9
Exploring magnitude of change in teacher efficacy and implications for students' literacy growth
Open AccessCheryl Varghese, Justin D Garwood et al.ARTICLETeaching and Teacher Education2016Cited by: 3References: 7
Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten
Open AccessMary Bratsch‐hine, Irina L Mokrova et al.ARTICLEEarly Childhood Research Quarterly2014Cited by: 12References: 8
Child care and cortisol across early childhood
Daniel Berry, Family Life Project Key Investigators et al.ARTICLEDevelopmental Psychology2014Cited by: 7References: 8
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, w…
Caregiver–child verbal interactions in child care
Lynne Vernon‐feagan, Mary Bratsch‐hineARTICLEEarly Childhood Research Quarterly2013Cited by: 11References: 11