Your browser doesn't support javascript.
loading
Show: 20 | 50 | 100
Results 1 - 20 de 23
Filter
1.
Front Public Health ; 12: 1376090, 2024.
Article in English | MEDLINE | ID: mdl-38939558

ABSTRACT

Given the recent rise in the use of remote assessments to collect data from young children, researchers and practitioners would benefit from guidance on best practices within the field. Based on our experiences with assessing over 600 preschoolers remotely, our research team provides a set of main principles to guide professionals to successfully create and operationalize systems for remote assessment. Guidelines include detailed information about how to choose a technology platform, select and use online assessments, and how to adapt traditional tasks for remote use. We also note the challenges inherent in using certain types of tasks, provide tips for scheduling remote sessions, and offer advice for how to promote children's engagement throughout the assessment process.


Subject(s)
Practice Guidelines as Topic , Humans , Child, Preschool , Guidelines as Topic , Child
2.
J Autism Dev Disord ; 52(5): 2132-2148, 2022 May.
Article in English | MEDLINE | ID: mdl-34142282

ABSTRACT

We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs.


Subject(s)
Autism Spectrum Disorder , Autistic Disorder , Child , Humans , Learning , Reading , Students
3.
Lang Speech Hear Serv Sch ; 51(4): 1124-1138, 2020 10 02.
Article in English | MEDLINE | ID: mdl-32926804

ABSTRACT

Purpose The Access to Literacy Assessment System-Phonological Awareness (ATLAS-PA) was developed for use with children with speech and/or language impairment. The subtests (Rhyming, Blending, and Segmenting) are appropriate for children who are 3-7 years of age. ATLAS-PA is composed entirely of receptive items, incorporates individualized levels of instruction, and is adaptive in nature. Method To establish the construct validity of ATLAS-PA, we collected data from children with typical development (n = 938) and those who have speech and/or language impairment (n = 227). Results Rasch analyses indicated that items fit well together and formed a unidimensional construct of phonological awareness. Differential item functioning was minimal between the two groups of children, and scores on ATLAS-PA were moderately to strongly related to other measures of phonological awareness. Information about item functioning was used to create an adaptive version of ATLAS-PA. Conclusions Findings suggest that ATLAS-PA is a valid measure of phonological awareness that can be used with children with typical development and with speech and/or language impairment. Its adaptive format minimizes testing time and provides opportunities for monitoring progress in preschool and early elementary classrooms. Supplemental Material https://doi.org/10.23641/asha.12931691.


Subject(s)
Awareness , Language Development Disorders/diagnosis , Literacy , Phonetics , Speech Production Measurement/standards , Child , Child, Preschool , Female , Humans , Male , Reading , Speech
4.
Lang Speech Hear Serv Sch ; 51(2): 390-404, 2020 04 07.
Article in English | MEDLINE | ID: mdl-32073376

ABSTRACT

Purpose Narrative skill, a child's ability to create a temporally sequenced account of an experience or event, is considered an important domain of children's language development. Narrative skill is strongly predictive of later language and literacy and is emphasized in curricula and educational standards. However, the need to transcribe a child's narrative and the lack of psychometrically justified scoring methods have precluded broad consideration of narrative skill among practitioners. We describe the development and validation of the Narrative Assessment Protocol-2 (NAP-2), an assessment of narrative skill for children ages 3-6 years, which uses event-based frequency scoring directly from a video recording of a child's narrative. Method The NAP-2 underwent a rigorous development process involving creation of four wordless picture books and associated scripts and identification of a broad item pool, including aspects of narrative microstructure and macrostructure. We collected two narratives from each of 470 children using the NAP-2 elicitation materials and scored each with the 60 items in the initial item pool. Results Cross-validated exploratory factor analyses indicated a single narrative skill factor. Rasch measurement analysis led to selection of 20 items that maintained high reliability while having good fit to the model and no evidence of differential item functioning across books and gender. Conclusions The NAP-2 offers a psychometrically sound and easy-to-use assessment of narrative skill for children ages 3-6 years. The NAP-2 is available freely online for use by speech-language pathologists, educational practitioners, and researchers. Supplemental Material https://doi.org/10.23641/asha.11800779.


Subject(s)
Language Development Disorders/diagnosis , Language Development , Language Tests , Literacy , Narration , Psychometrics/methods , Child , Child, Preschool , Female , Humans , Language , Male , Reproducibility of Results
5.
Child Psychiatry Hum Dev ; 50(4): 681-691, 2019 08.
Article in English | MEDLINE | ID: mdl-30783812

ABSTRACT

The present study examined the influence of mothers' and fathers' depressive symptoms on children's early literacy skills. Home learning-related parenting (HLE) was examined as a mediator of these associations. Families (N = 465) were recruited through preschools. Results indicate an actor effect of fathers', but not mothers', depressive symptoms on HLE parenting such that fathers who reported more depressive symptoms engaged in fewer HLE activities. A partner effect of fathers' depressive symptoms on HLE parenting indicated that higher levels of fathers' depressive symptoms were associated with lower levels of mothers' home learning activities. Finally, fathers' depressive symptoms negatively related to children's early literacy skills indirectly through mothers' HLE parenting. Findings highlight a process of negative effect of parent depressive symptoms on children's early literacy and emphasize including both mothers and fathers in future research concerned with the influence of parents' depressive symptoms on children's development.


Subject(s)
Depression , Family Health , Literacy/psychology , Maternal Behavior/psychology , Parenting/psychology , Paternal Behavior/psychology , Adult , Child, Preschool , Depression/diagnosis , Depression/psychology , Female , Humans , Learning , Male , Parent-Child Relations
6.
Early Child Res Q ; 46: 240-251, 2019.
Article in English | MEDLINE | ID: mdl-30636841

ABSTRACT

Previous research has established that higher levels of behavioral self-regulation are associated with higher levels of language and literacy. In this study, we take a more developmental perspective by considering how trajectories of self-regulation development (early, intermediate, late) predict the way literacy and language skills develop from preschool through second grade. Children (n = 351) were assessed twice per year for up to four years on indicators of decoding, reading comprehension, phonological awareness, and vocabulary. Using non-linear growth curve models, we found that children who demonstrated self-regulation earlier had higher language and literacy skills throughout preschool to second grade. More specifically, earlier self-regulation trajectories were associated with both higher levels and earlier development of both decoding and reading comprehension, but not faster development. Children with early self-regulation trajectories developed phonological awareness earlier than those with late self-regulation trajectories. Finally, children with early self-regulation trajectories had higher levels of vocabulary than children with intermediate trajectories, but did not differ on the rate or timing of vocabulary development. Findings point to the enduring and interconnected nature of self-regulation and children's language and literacy development.

7.
J Speech Lang Hear Res ; 59(6): 1395-1408, 2016 12 01.
Article in English | MEDLINE | ID: mdl-27930767

ABSTRACT

Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a) to test the unidimensionality of items designed to assess story-structure knowledge, (b) to examine story-structure item difficulty levels, and (c) to examine age-related progressions on individual story-structure components across 3-, 4-, 5-, and 6-year-olds. Method: Participants included 386 children (M = 4.8 years, SD = 11.67 months) from the Narrative Assessment Protocol study (http://www.narrativeassessment.com/), which was designed to revise a new narrative assessment tool for children between the ages of 3 and 6 years. Results: Factor analysis indicated that 16 of 21 items reflecting story-structure knowledge constituted a unidimensional construct. Individual story-structure item analyses further revealed that establishing subgoals and tracking the overall goals in the stories were particularly challenging for 3- and 4-year-olds. Conclusion: These findings hold implications for refinement of theoretical models of story-structure emergence in early childhood.


Subject(s)
Child Language , Narration , Analysis of Variance , Child , Child, Preschool , Cross-Sectional Studies , Factor Analysis, Statistical , Female , Humans , Male
8.
Dev Psychol ; 52(11): 1744-1762, 2016 11.
Article in English | MEDLINE | ID: mdl-27709999

ABSTRACT

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record


Subject(s)
Child Development , Child Language , Psychology, Child , Self-Control , Age Factors , Child , Child, Preschool , Education, Nonprofessional , Female , Humans , Longitudinal Studies , Male , Models, Psychological , Sex Factors
9.
Early Child Res Q ; 29(4): 614-624, 2014.
Article in English | MEDLINE | ID: mdl-25284957

ABSTRACT

The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

10.
Early Educ Dev ; 24(5): 687-703, 2013.
Article in English | MEDLINE | ID: mdl-23914124

ABSTRACT

A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of pre-kindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within two months of the state-determined cut-off date for pre-kindergarten and kindergarten entry were administered four subtests of the Woodcock-Johnson Tests of Achievement III in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, children who were starting kindergarten, and who had prior experience in pre-kindergarten, had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended pre-kindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had pre-kindergarten experience. In addition, although children who attended kindergarten as well as those who attended pre-kindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. These findings highlight the potential of early schooling processes to facilitate children's intellectual growth.

11.
Read Res Q ; 48(4): 387-401, 2013 Oct.
Article in English | MEDLINE | ID: mdl-25045186

ABSTRACT

Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter-sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors). Parents primarily relied on only a couple print (i.e., parent writing the letter alone) and graphophonemic (i.e., saying the word as a whole, dictating letters as children write) strategies. Graphophonemic and print support in preschool predicted children's decoding skills, and graphophonemic support also predicted children's future phonological awareness. Neither type of support predicted children's vocabulary scores. Demand for precision occurred infrequently and was unrelated to children's outcomes. Findings demonstrate the importance of parental writing support for augmenting children's literacy skills.

12.
J Speech Lang Hear Res ; 55(4): 1039-52, 2012 Aug.
Article in English | MEDLINE | ID: mdl-22232391

ABSTRACT

PURPOSE: In this study, the authors used sequential analysis to explore bidirectional and dynamic dependencies between mothers' question use and children's verbal participation during shared reading. METHOD: The sample was composed of mothers and their preschool-age children with specific language impairment (SLI; n = 14). Each mother and child extratextual utterance was transcribed and coded. Mother utterances were coded as "questions" or "other"; in turn, questions were coded for cognitive challenge and topic directiveness. Child utterances were coded as "verbal participation" (related to the book) or "other"; utterances designated as verbal participation were also coded for level of production (minimal, low, high) on the basis of their mean length of utterance. RESULTS: Descriptive data show variability in mothers' question use and some variability in the level of children's verbal participation during shared reading. However, mothers' question use did not facilitate higher levels of verbal participation by children. Furthermore, the level of children's verbal participation did not influence the cognitive challenge and topic directiveness of mothers' question use. CONCLUSIONS: The findings were contrary to hypotheses and collectively suggest potentially unique and challenging verbal dynamics between mothers and their young children with SLI during shared-reading experiences. Future directions for research are discussed.


Subject(s)
Language Development Disorders/psychology , Maternal Behavior , Mother-Child Relations , Reading , Verbal Behavior , Adult , Child Language , Child, Preschool , Female , Humans , Language Development Disorders/rehabilitation , Male , Social Behavior , Surveys and Questionnaires
13.
Eval Rev ; 35(3): 204-39, 2011 Jun.
Article in English | MEDLINE | ID: mdl-21917710

ABSTRACT

This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children's early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey (FACES) data set, 1997 cohort, the authors show how piecewise models revealed discrete contributions of child, family, and classroom experiences to children's literacy skills within particular years, whereas conventional models, which considered the whole 3-year trajectory of change as a single outcome, revealed fewer of these nuanced contributions.


Subject(s)
Child Language , Early Intervention, Educational/statistics & numerical data , Models, Statistical , Outcome and Process Assessment, Health Care , Reading , Child , Child, Preschool , Cohort Studies , Educational Measurement , Female , Humans , Male , Poverty , United States
14.
Int J Speech Lang Pathol ; 13(2): 110-24, 2011 Apr.
Article in English | MEDLINE | ID: mdl-21480808

ABSTRACT

The implementation processes associated with a home-based phonological awareness intervention were observed for mothers and their 4-year-old children with specific language impairment (SLI). Mother-child dyads (n = 13) read books four times per week over 12 weeks; each book contained nine embedded phonological awareness (PA) tasks. Four hundred and ninety-eight book reading sessions were coded for three variables of interest: maternal support of concept development, quantity of maternal instructional support, and accuracy of children's responses to the PA tasks. Using growth curve modelling, results indicate that maternal support of concept development decreased over the course of the 12-week program, and the quantity of maternal supports changed considerably reflecting intra-individual differences among mothers. Both support of concept development and quantity of support decreased over the course of a given week. In addition, children's responses to the phonological awareness tasks significantly increased over the 12-week intervention. Overall, mothers did not provide support that consistently supported children's learning over time, and the increases in children's correct responses, although significant, were less than anticipated given the length of the intervention. These findings indicate that mothers may need additional supports when implementing emergent literacy programs with their children.


Subject(s)
Early Intervention, Educational/methods , Language Development Disorders/rehabilitation , Books , Female , Humans , Mothers , Phonetics , Reading
15.
J Speech Lang Hear Res ; 54(2): 523-38, 2011 Apr.
Article in English | MEDLINE | ID: mdl-20719873

ABSTRACT

PURPOSE: This study evaluated the feasibility, efficacy, and social validity of a parent-implemented intervention for promoting print knowledge in preschoolers with language impairment. METHOD: This trial involved 62 children and their parents. Each dyad completed a 12-week intervention program. Parents in the treatment group implemented print-focused reading sessions; parents in two comparison groups implemented sessions focused on either storybook pictures (picture-focused condition) or phonological concepts (sound-focused condition). RESULTS: Many parents completed the program successfully, but attrition was high; 23% of families dropped out of the program. Children who remained in the treatment group demonstrated significantly greater gains on 1 of 2 measures of print knowledge compared with those in the picture-focused condition but not the sound-focused condition. Parents generally reported favorable impressions of the program, although several aspects of the program received higher ratings from parents in the print-focused group. CONCLUSION: Study results raise questions about the feasibility of home-based intervention for some families; future research that examines the characteristics of families that may affect completion are needed. The causal effects of print-focused reading sessions are promising for addressing children's print-concept knowledge but not alphabet knowledge. Home-based reading intervention has considerable social validity as a therapeutic approach.


Subject(s)
Early Intervention, Educational/methods , Early Intervention, Educational/standards , Language Development Disorders/therapy , Language Therapy/methods , Language Therapy/standards , Reading , Adult , Caregivers , Child Language , Child, Preschool , Feasibility Studies , Female , Humans , Male , Parents , Program Evaluation , Reproducibility of Results
16.
J Appl Meas ; 12(4): 387-98, 2011.
Article in English | MEDLINE | ID: mdl-22357159

ABSTRACT

Letter name knowledge (LNK) is a key predictor of later reading ability and has been emphasized strongly in recent educational policy. Studies of LNK have implicitly treated it as a unidimensional construct with all letters equally relevant to its measurement. However, some empirical research suggests that contextual factors can affect the measurement of LNK. In this study, we analyze responses from 909 children on measures of LNK using the Rasch model and its extensions, and consider two contextual factors: the format of assessment and the own-name advantage, which states that children are more likely to know letters in their own first names. Results indicate that both contextual factors have important impacts on measurement and that LNK does not meet the requirements of Rasch measurement even when accounting for the contextual factors. These findings introduce philosophical concerns for measurement of constrained skills which have limited content for assessment.


Subject(s)
Dyslexia/diagnosis , Educational Measurement/statistics & numerical data , Learning Disabilities/diagnosis , Linear Models , Reading , Semantics , Child, Preschool , Dyslexia/psychology , Early Diagnosis , Female , Humans , Learning Disabilities/psychology , Male , Phonetics , Psychometrics/statistics & numerical data
17.
Early Child Res Q ; 26(1): 42-49, 2011.
Article in English | MEDLINE | ID: mdl-24068856

ABSTRACT

The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n = 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.

18.
J Speech Lang Hear Res ; 53(6): 1757-68, 2010 Dec.
Article in English | MEDLINE | ID: mdl-20705744

ABSTRACT

PURPOSE: Letter knowledge is a key aspect of children's language development, yet relatively little research has aimed to understand the nature of lowercase letter knowledge. We considered 4 hypotheses about children's lowercase letter knowledge simultaneously--uppercase familiarity, uppercase-lowercase similarity, own-name advantage, and frequency in printed English--as well as 3 interactions. METHOD: Participants were 461 children ranging in age from 3 to 5 years, all of whom attended public preschool programs serving primarily children from low-income homes, who completed a letter naming task. RESULTS: Uppercase familiarity was the strongest predictor of children's lowercase alphabet knowledge; children were more than 16 times more likely to know a lowercase letter if they knew the corresponding uppercase letter. Uppercase-lowercase similarity and frequency in printed English also predicted children's lowercase letter knowledge, as did the interaction between uppercase familiarity and own-name advantage and the interaction between uppercase familiarity and uppercase-lowercase similarity. CONCLUSIONS: Findings suggest that transference from uppercase letter knowledge may be a primary mechanism for lowercase letter knowledge and that young children's knowledge of the lowercase alphabet letters is multiply determined.


Subject(s)
Child Language , Language Development , Models, Theoretical , Phonetics , Reading , Child, Preschool , Female , Humans , Logistic Models , Male , Teaching
19.
Int J Speech Lang Pathol ; 12(6): 472-82, 2010 Dec.
Article in English | MEDLINE | ID: mdl-20586530

ABSTRACT

The primary aim of the present study was to explore the heterogeneity of emergent literacy skills among preschool-age children with specific language impairment (SLI) through examination of profiles of performance. Fifty-nine children with SLI were assessed on a battery of emergent literacy skills (i.e., alphabet knowledge, print concepts, emergent writing, rhyme awareness) and oral language skills (i.e., receptive/expressive vocabulary and grammar). Cluster analysis techniques identified three emergent literacy profiles: (1) Highest Emergent Literacy, Strength in Alphabet Knowledge; (2) Average Emergent Literacy, Strength in Print Concepts; and (3) Lowest Emergent Literacy across Skills. After taking into account the contribution of child age, receptive and expressive language skills made a small contribution to the prediction of profile membership. The present findings, which may be characterized as exploratory given the relatively modest sample size, suggest that preschool-age children with SLI display substantial individual differences with regard to their emergent literacy skills and that these differences cannot be fully determined by children's age or oral language performance. Replication of the present findings with a larger sample of children is needed.


Subject(s)
Language Development , Language Disorders/psychology , Age Factors , Awareness , Child Language , Child, Preschool , Cluster Analysis , Educational Measurement , Female , Humans , Male , Neuropsychological Tests , Psycholinguistics , Reading , Recognition, Psychology , United States , Vocabulary , Writing
20.
Dev Psychol ; 45(2): 460-76, 2009 Mar.
Article in English | MEDLINE | ID: mdl-19271831

ABSTRACT

This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected at 15, 24, 36, and 54 months by the National Institute of Child Health and Human Development's Early Child Care Research Network. Children (N = 1,064) were classified according to whether they exhibited expressive or receptive language difficulties at each time point measured. The relation between persistence and timing of these difficulties to each kindergarten outcome was studied through a common factor approach for categorical outcomes. Persistence of language difficulties was not generally related to kindergarten outcomes. However, a robust effect was found for timing of language difficulties: Children who exhibited language difficulties at 54 months exhibited significantly depressed performance on measures of school readiness. Findings are discussed in terms of current policy and research concerning kindergarten readiness for children exhibiting risk.


Subject(s)
Language Development Disorders/diagnosis , Learning Disabilities/diagnosis , Mass Screening , Aptitude Tests , Child Behavior Disorders/diagnosis , Child, Preschool , Early Intervention, Educational , Educational Status , Female , Follow-Up Studies , Humans , Infant , Internal-External Control , Language Tests , Male , Mathematics , Models, Educational , Risk Assessment , Socialization , Socioeconomic Factors
SELECTION OF CITATIONS
SEARCH DETAIL
...