Caroline Byrd Hornburg
Biographic Data
| ID | 5762923 |
|---|---|
| NAME | Caroline Byrd Hornburg |
| GIVEN NAMES | Caroline Byrd |
| FAMILY NAME | Hornburg |
| SIGNATURE | HORNBURG C B |
| AFFILIATIONS | Virginia Tech |
| ORCID | 0000-0001-9563-859X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring parent involvement in e-book joint reading with voice agents
Unique and combined effects of quantitative mathematical language and numeracy instruction within a picture book intervention
Kindergarten predictors of formal understanding of mathematical equivalence in second grade
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States ( M age = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or o…
Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school
Engaging caregivers and children in picture books
Preferences for tactile and narrative counting books across parents with different education levels
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate this association. In 141 kindergarteners, cross-sectional analyses controlling for IQ revealed that …
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate this association. In 141 kindergarteners, cross-sectional analyses controlling for IQ revealed that …
Kindergarten predictors of formal understanding of mathematical equivalence in second grade
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States ( M age = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or o…
Preferences for tactile and narrative counting books across parents with different education levels
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate this association. In 141 kindergarteners, cross-sectional analyses controlling for IQ revealed that …
Preferences for tactile and narrative counting books across parents with different education levels
Engaging caregivers and children in picture books
Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school
Kindergarten predictors of formal understanding of mathematical equivalence in second grade
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States ( M age = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or o…
Unique and combined effects of quantitative mathematical language and numeracy instruction within a picture book intervention
Exploring parent involvement in e-book joint reading with voice agents
Psychology (7 works) · Cognitive and developmental aspects of mathematical skills (6 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Mathematics Education and Teaching Techniques (4 works) · Mathematics (3 works) · Cognitive psychology (2 works) · Communication (2 works) · Intervention (counseling) (2 works) · Linguistics (2 works)