Thesis

support their children’s language and literacy. Early Education and Development, 21(3), 343–371. Bradbury, B., Corak, M., Waldfogel, J., & Washbrook, E. (2015). Too many children left behind: The US achievement gap in comparative perspective. Russell Sage Foundation. Brief, A. P., Butcher, A. H., George, J. M., & Link, K. E. (1993). Integrating bottom-up and top-down theories of subjective well-being: The case of health. Journal of Personality and Social Psychology, 64(4), 646. Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57(3), 190–213. Burchinal, M., Foster, T. J., Bezdek, K. G., Bratsch-Hines, M., Blair, C., Vernon-Feagans, L., Investigators, F. L. P., et al. (2020). School-entry skills predicting school-age academic and social–emotional trajectories. Early Childhood Research Quarterly, 51, 67–80. Cameron, A., Colin, & Miller, D. L. (2015). A practitioner’s guide to cluster-robust inference. Journal of Human Resources, 50(2), 317– 372. Chang, T. Y., & Kajackaite, A. (2019). Battle for the thermostat: Gender and the effect of temperature on cognitive performance. PLOS One, 14(5), e0216362. Charette, M. F., & Meng, R. (1998). The determinants of literacy and numeracy, and the effect of literacy and numeracy on labour market outcomes. Canadian Journal of Economics, 495–517. Cheung, F., & Lucas, R. E. (2015). When does money matter most? examining the association between income and life satisfaction over the life course. Psychology and Aging, 30(1), 120. 239

RkJQdWJsaXNoZXIy MjY0ODMw