Appendix Table 1a.

Description of classroom observational measures (process measures) and correlations of measures.

Name of Measure	Abbreviation	Description of Measure	Items and Rating Scale
Teacher Behavior Rating Scale (Landry, Crawford, Gunnewig, & Swank, 2002)	TBRS	Using the TBRS, trained observers rate the amount and quantity of academic activities present in a classroom. There are two content areas measured by the TBRS - math and literacy.	Quality of the activities were rated from 0- 3 (0 = activity not present; 3 = activity high quality). Quantity of activities was similarly rated from 0-3 (0 = activity not present; 3 = activity happened often or many times). Reliability: Math scale, .94; Literacy scale, .87
Early Childhood Environment Rating Scale - Revised (Harms, Clifford, & Cryer, 1998)	ECERS-R	This instrument measures the overall quality of the classroom including structural features (such as the availability of developmental materials in the classroom), and teacher-child interactions (including the use of language in the classroom).	Total score - 43 items; Provisions factor - 12 items; Interaction factor - 11 items. All items were rated by a trained observer on a scale from 1-7 (1 = inadequate quality; 7 = excellent quality. Reliability: Total score, .92; Provisions factor, .89; Interactions factor, .91
Arnett Caregiver Interaction Scale (Arnett, 1989)	Arnett CIS	The Arnett CIS examines the positive interactions, harshness, detachment, and permissiveness between the teacher and children.	Total number of items - 26. Trained observers rated each item from 1-4 (1 = not true at all; 4 = very much true). Reliability: .95