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@misc{Bihler.2021,
 author = {Bihler, Lilly-Marlen and Agache, Alexandru and Willard, Jessica A. and Leyendecker, Birgit},
 year = {2021},
 title = {{Sprachbildung und -entwicklung im Kita-Alltag in Nordrhein-Westfalen (SEIKA-NRW)}},
 url = {\url{https://www.iqb.hu-berlin.de/fdz/studies/SEIKA-NRW_LS/?doi=10.5159/IQB_SEIKA-NRW_LS_v1}},
 address = {Berlin},
 publisher = {{IQB - Institut zur Qualit{\"a}tsentwicklung im Bildungswesen}},
 doi = {\url{10.5159/IQB{\textunderscore }SEIKA-NRW{\textunderscore }LS{\textunderscore }v1}}
}


@misc{Willard.2021,
 author = {Willard, Jessica A. and Agache, Alexandru and Kohl, Katharina and Bihler, Lilly-Marlen and Leyendecker, Birgit},
 date = {2021},
 title = {{Longitudinal Interrelations between Nonword Repetition and Vocabulary from Age Three to Five: Evidence for Within-Child Processes?}},
 institution = {{Department of Psychology, Child and Family Research, Ruhr-Universit{\"a}t}},
 doi = {\url{10.1037/dev0001230}}
}


@article{Willard.2021b,
 author = {Willard, Jessica A. and Leyendecker, Birgit and Kohl, Katharina and Bihler, Lilly-Marlen and Agache, Alexandru},
 year = {2021},
 title = {{Does variation in early childhood education matter more for dual language learners' than for monolingual children's language development?}},
 url = {\url{https://www.tandfonline.com/doi/full/10.1080/10888691.2021.1978845}},
 urldate = {25.10.2021},
 pages = {1--22},
 issn = {1088-8691},
 journal = {{Applied Developmental Science}},
 doi = {\url{10.1080/10888691.2021.1978845}},
 file = {10888691.2021:Attachments/10888691.2021.pdf:application/pdf}
}


@incollection{Bihler.2020,
 author = {Bihler, Lilly-Marlen and Agache, Alexandru and Willard, Jessica A. and Kohl, Katharina and Leyendecker, Birgit},
 title = {{Propensity Score Matching als ein Verfahren zur Stichprobenauswahl. Darstellung der Eignung f{\"u}r die Auswahl von drei Gruppen}},
 pages = {77--100},
 volume = {6},
 publisher = {{Springer Fachmedien}},
 isbn = {978-3-658-26437-6},
 series = {{Edition ZfE}},
 editor = {Blatter, Kristine and Groth, Katarina and Hasselhorn, Marcus},
 booktitle = {{Evidenzbasierte {\"U}berpr{\"u}fung von Sprachf{\"o}rderkonzepten im Elementarbereich}},
 year = {2020},
 address = {Wiesbaden},
 doi = {\url{10.1007/978-3-658-26438-3{\textunderscore }4}}
}


@article{Willard.2020,
 author = {Willard, Jessica A. and Kohl, Katharina and Bihler, Lilly-Marlen and Agache, Alexandru and Leyendecker, Birgit},
 year = {2020},
 title = {{Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners' German Vocabulary}},
 pages = {1--20},
 issn = {1040-9289},
 journal = {{Early Education and Development}},
 doi = {\url{10.1080/10409289.2020.1744404}}
}


@misc{Agache.2019,
 author = {Agache, Alexandru and Bihler, Lilly-Marlen and Kohl, Katharina and Willard, Jessica A. and Leyendecker, Birgit},
 date = {2019},
 title = {{Introducing the network analysis approach to unpack the multi-causal system of early child-care quality: Unver{\"o}ffentlichtes Manuskript}},
 address = {Bochum},
 institution = {{Fakult{\"a}t f{\"u}r Psychologie, Ruhr-Universit{\"a}t Bochum}}
}


@article{Kohl.2019,
 author = {Kohl, Katharina and Willard, Jessica A. and Agache, Alexandru and Bihler, Lilly-Marlen and Leyendecker, Birgit},
 year = {2019},
 title = {{Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners' German Vocabulary}},
 volume = {5},
 number = {1},
 issn = {2332-8584},
 journal = {{AERA Open}},
 doi = {\url{10.1177/2332858419832513}}
}


@article{Bihler.2018,
 abstract = {The quality of early childhood education and care (ECEC) is important for children's development. One instrument that was developed to assess an aspect of ECEC quality is the Classroom Assessment Scoring System for pre-kindergarten children (CLASS Pre-K). We examined the factorial validity of the instrument using data from 177 German preschool classrooms. The three-factor teaching through interaction model (Hamre et al., 2013) was contrasted to a one-factor, a two-factor, and a bifactor model as proposed by Hamre et al. (2014). Our results indicated that the three-factor structure with the domains of emotional support, classroom organization, and instructional support fit the data best. The fit of the teaching through interaction model was satisfying after adding a cross-loading of the dimension language modeling on emotional support, and two correlated residuals. Evidence of convergent and discriminant validity are provided. In terms of factor structure and pattern score comparisons, the results were similar to previous United States and German studies. The discussion concerns the justifiability of the factor model revisions and draws directions for further research. We concluded that our study offers further evidence of the applicability of the CLASS Pre-K for the assessment of teacher-child interaction quality in the German context.},
 author = {Bihler, Lilly-Marlen and Agache, Alexandru and Kohl, Katharina and Willard, Jessica A. and Leyendecker, Birgit},
 year = {2018},
 title = {{Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools}},
 pages = {1232},
 volume = {9},
 issn = {1664-1078},
 journal = {{Frontiers in Psychology}},
 doi = {\url{10.3389/fpsyg.2018.01232}}
}