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1.
The Early Communication Indicator (ECI) is a measure for universal screening, intervention decision-making, progress monitoring for infants and toddlers needing higher levels of support, and program accountability. In the context of the ECI's long-term wide-scale use for these purposes, we examined the invariance of ECI measurement in two samples of the same Early Head Start (EHS) population differing in the years data were collected. Invariance or equivalence across samples is an important step in measurement validation because making inferences assumes that the measurements are factorially invariant. A number of time-covarying factors (e.g., assessors, children, etc.) can be hypothesized as threats to measurement invariance. Results of latent growth curve analyses indicated similarity in the functional forms (velocity and shape) of the ECIs four key skill trajectories between groups of children and ECI vocalizations, single, and multiple words trajectories met strong factorial and structural invariance. Gestures met only weak factorial invariance. ECI total communications, a weighted composite of the four scales, also met both strong factorial and structural invariance. With one exception, results indicated that the ECI produced comparable growth estimates over different conditions of programs, assessors, and children over time, strengthening the construct validity of the ECI. Implications are discussed.  相似文献   

2.
Research findings. Growth across 6 months to 8 years of age, assessed at seven time points, for daily living and cognitive skills was compared for term (n = 122), very low birth weight (VLBW) children of low (n = 114) and high (n = 73) medical risk and lower socioeconomic status (SES). Dramatic declines in daily living skills were found for all children, while cognitive skills were stable across this age range. By 8 years, daily living skills were in deficient ranges for all groups with both VLBW groups showing lower levels in both skill areas across all ages compared to term children. Relations between child and parenting factors and daily living skill growth were examined in order to better understand this decline. Early maternal general stimulation and directiveness predicted slower declines in daily living skills while higher parental developmental expectations predicted higher levels in daily living skills. Practice. These results demonstrated the negative impact of lower SES and biological risk on children's growth in daily living skill. The findings highlighting several parenting factors that are important in understanding individual differences in children's daily living skill development have implications for early intervention.  相似文献   

3.
The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.  相似文献   

4.
Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills.  相似文献   

5.
Nonverbal communication skills in Down syndrome children   总被引：4，自引：0，他引：4  
The goal of this research was to examine the nonverbal communication competence of 18-48-month-old Down syndrome children. The results indicated that Downs children displayed strengths and weaknesses in nonverbal communication skills. Relative to MA matched normal children, they displayed a significant strength in nonverbal social interaction skills. However, they also displayed a significant deficit in nonverbal requests for objects or assistance with objects compared to normals. This pattern of strength and weakness in nonverbal skills appeared to be specific to Down syndrome since this pattern was not displayed by a comparison sample of non-Downs mentally retarded children. Nonverbal object-requesting skill was also significantly associated with a measure of expressive language in the Downs sample. This relation was notable because the Downs children also displayed a deficit in expressive language. Thus, the results of this study suggest that a deficit in expressive language is associated with a deficit in earlier-developing nonverbal requesting skill among Down syndrome children.  相似文献   

6.
A challenge using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in studying reading growth is that reading skills children exhibit change by age. In order to study growth using changing subscales, it is necessary to examine measurement invariance and measurement structure underlying the different subscales. The purpose of this paper is to examine the measurement structure of the DIBELS subscales, particular measurement invariance. The results indicate that the DIBELS subscales do not seem to have metric invariance but they do share a common factor over time, suggesting that the same construct of reading skills were measured but they manifested in the different fashion over time.  相似文献   

7.
The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age‐skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills.  相似文献   

8.
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and non-linguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability.  相似文献   

9.
The student profile, model of service delivery, and support practices for young children with disabilities receiving early childhood intervention (ECI) in Singapore is reported and contrasted in this study. The supervisors/managers/principals of eight Early Intervention Programme for Infants and Children (EIPIC) centres, eight Integrated Child Care Programmes (ICCP), six privately run ECI centres, and 65 preschools participated in this study. Overall, autism spectrum disorder was the most commonly reported diagnosis in this study. EIPIC and privately run ECI centres supported mostly children with disabilities (frequently those with more severe disabilities) and provided more specialized education and therapy support, whereas ICCPs and preschools educated them alongside typically developing peers. EIPIC centres provided the most resource and teacher support for young children with disabilities. Issues pertaining to the reported rates of disabilities among the young children and support models/practices are discussed.  相似文献   

10.
The present study tests two complementary developmental theories regarding the fit between children’s skills and their environments within the context of a state Quality Rating and Improvement System (QRIS). Specifically, we examine whether high-quality prekindergarten disproportionately benefits children based on their entering ability levels. The sample includes 684 children (48% female; M age = 57.56 months) residing in a midwestern state who were eligible to receive child care subsidies and participated in an evaluation of state-funded prekindergarten during the 2015-2016 school year (cohort 1), 2016-2017 school year (cohort 2), or 2018-2019 school year (cohort 3). We implemented multilevel regression models with children nested in their respective classrooms and schools to investigate whether children in higher-rated prekindergarten programs on the QRIS experienced greater growth in math, literacy, and vocabulary from fall to spring if they entered with stronger executive function skills (i.e., foundational skills hypothesis), or if they entered with weaker skills in the same respective domain as the outcome (i.e., compensatory skills hypothesis) relative to children who attended programs that were lower-rated or unrated on the QRIS. Contrary to both hypotheses, only one significant interaction emerged indicating that children who attended prekindergarten programs rated as low-quality on the QRIS were more likely to have higher spring literacy performance if they began the year with stronger executive function skills. Implications for research and policy are discussed.  相似文献   

11.
Dynamic skill theory was utilized to explain the multiple mechanisms and mediating processes influencing development of self-regulatory and language skills in children at 14, 24, and 36 months of age. Relations were found between family risks, parenting-related stresses, and parent-child interactions that contribute either independently or through mediation to the child's acquisition of self-regulatory skills even when accounting for the influence of language development. Variation in impacts between control and Early Head Start (EHS) intervention samples was compared to explore the sequence of developmental mechanisms over time. Findings indicate that EHS protects parenting, child language, and self-regulatory development from the effects of demographic risks and parenting stress, and thus supports parents to raise healthy children.  相似文献   

12.
Research Findings. The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy. This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness.  相似文献   

13.
The purpose of this study was to identify important subject characteristics that predicted individual differences in responsiveness to word reading instruction in normally achieving and at-risk first grade children. This was accomplished by modeling individual word and nonword reading growth, and the correlates of change in these skills, in first grade students during two different phases of the school year. In the first phase of the study (October–January), word and nonword reading skill was modeled in normally achieving and at-risk children. Results of growth modeling indicated significant group differences in word and nonword reading growth parameters. A combination of phonemic awareness skill, advanced graphophoneme knowledge, and initial word/nonword reading skill predicted word and nonword reading growth in the control group, whereas, a combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. In the second phase of the study (January–April), a subgroup of the at-risk subjects who exhibited limited growth in word reading skills during the first phase of the study was enrolled in 12 weeks of small group reading intervention designed to improve reading skills. Results of growth modeling indicated significant increases in word and nonword reading growth rates in this group during the intervention phase. Only rapid naming speed uniquely predicted word and nonword reading growth in the group of subjects receiving intervention.  相似文献   

14.
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model.  相似文献   

15.
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed.  相似文献   

16.
Early school failure is a critical factor in the development of peer rejection and antisocial behavior in children. This paper describes three sets of instructional strategies that have been shown to promote high levels of academic competence by arranging frequent opportunities for correct skill practice: (a) teaching children at their instructional level and monitoring progress, (b) teaching children differently as their skills improve, and (c) rewarding success and setting goals. Research is reviewed showing that practicing skills to high levels of fluency leads to retention and endurance, the emergence of new forms of a skill, and creative problem solving. The motivation of children to complete academic tasks through the strategic use of reinforcement is discussed, as are the implications of these strategies for encouraging children to be persistent, self‐motivated, life‐long learners. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 19–30, 2004.  相似文献   

17.
Grouping children of different ages in the same preschool classroom (i.e., mixed age) is widespread, but the evidence supporting this practice is mixed. A factor that may play a role in the relation between classroom age composition and child outcomes is peer skill. This study used a sample of 6,338 preschoolers (ages 3–5) to examine the influence of both classroom age composition and peer skill on children’s behavioral and language outcomes. Results supported the growing literature indicating preschoolers’ skills are higher when peer skill is higher, but differences related to classroom age composition were not found. These findings further support the view that peer skill plays an important role in preschool children’s outcomes.  相似文献   

18.
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth.  相似文献   

19.
A reliable measure of children's skills in discriminating intention cues in others was developed for this investigation in order to test the hypothesis that intention-cue detection skill is related to social competence in children. Videotapes were prepared in which one child provoked another child. The intention of the first child varied across videotapes. The subject's task was to discriminate among types of intentions. Care was taken to ensure that scores on this measure were not confounded by a child's verbal capacity or general discrimination skill. This instrument was administered to 176 children in kindergarten, second grade, and fourth grade, who were identified by sociometric measures as having a peer status as popular, average, socially rejected, or socially neglected. Scores on this measure were found to increase as a function of increasing age, and normal children (popular and average) were found to score more highly than deviant children (neglected and rejected). The errors by deviant children tended to consist of erroneous labels of prosocial intentions as hostile. Also, children's statements about their probable behavioral responses to provocations by peers were found to vary as a function of subjects' perceptions of the intention of the peer causing the provocation, not as a function of the actual intention portrayed by the peer. Sociometric status differences in these responses were also found. These findings were consistent with a hypothesis of a developmental lag among socially deviant children in the acquisition of intention-cue detection skills.  相似文献   

20.
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to build early math and literacy skills in their children. In Tajikistan, parents met on a regular basis with teachers in their local schools to learn activities to use with their children at home. Focus group reports indicated that parents gained knowledge and self-confidence as a result of programme participation, considered foundational aspects of the empowerment process. Responses also demonstrated that parents displayed characteristics of empowerment as they used programme activities and skills not only with their six-year-old child, but with siblings, extended family members and community children. They also shared the skills they learned with family members and neighbours.  相似文献   

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