This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as "at risk" for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive immediate or delayed intervention. The intervention consisted of eighteen 30-minute lessons delivered twice weekly for 9 weeks and focused on teaching critical emergent literacy skills within small groups. Hierarchical linear models were used to nest children within center and measure treatment and dosage effects for students' residualized gains in rhyming, alliteration, picture naming, and print and letter knowledge skills. Results indicated significant treatment effects on two of four outcome variables (rhyming and alliteration) and significant dosage effects on all four variables. The study demonstrated a significant positive impact of this intervention for prekindergartners at risk for reading failure.

Are depressive symptoms in middle childhood associated with more or less realistic social self-perceptions? At the beginning and end of the school year, children in grades 3 through 5 (n=667) rated how much they liked their classmates, predicted the acceptance ratings they would receive from each of their classmates, and completed self-report measures of perceived acceptance and depressive symptoms. Accuracy of perceived acceptance was indexed by the mean difference between pairs of predicted and received ratings (absolute values). Standardized residual scores created by regressing self-reported perceived acceptance (either predicted ratings or children's responses to a questionnaire measure of perceived peer acceptance) onto peer acceptance ratings formed two measures of bias. Bi-directional associations were found for accuracy of perceived acceptance and depressive symptoms; inaccurate perceptions predicted increases in depressive symptoms and depressive symptoms predicted decreased accuracy. Neither measure of bias predicted changes in depressive symptoms. Depressive symptoms predicted increases in negatively biased perceptions as assessed via questionnaire.

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The current study examined the transdiagnostic nature of rumination in the development of childhood depression and aggression by examining the relation between two forms of rumination, sadness and anger, in a single study and assessing their unique and shared behavioral correlates. A community sample of 254 children (ages 7-14, 50.4% female, 66.5% Caucasian) completed self-report measures of rumination and depressive symptoms, and peer nominations of aggressive behaviors. Hierarchical regression analyses were conducted to assess unique and shared behavioral correlates. Anger rumination uniquely predicted aggression (β = .40, p < .001) and depressive symptoms (β = .62, p < .001), controlling for sadness rumination. Sadness rumination, controlling for anger rumination, did not predict depressive symptoms (β = -.10, p = .10) and negatively predicted aggressive symptoms (β = -.21, p = .003). In addition, a significant interaction between sadness rumination and anger rumination on aggressive behaviors was observed (β = -.24, p < .001), such that children who reported high anger and low sadness rumination tendencies were perceived as more aggressive by their peers than other children, including those with high levels of anger and sadness rumination. These results offer support for anger rumination as a transdiagnostic factor for children's depressive symptoms and aggression. Sadness rumination did not uniquely predict depressive symptoms, although it did moderate the association between anger rumination and aggression. These findings underscore the importance of assessing both anger and sadness rumination for increasing our understanding of children's risk for depression and aggression.