共查询到20条相似文献，搜索用时 15 毫秒
1.
Pamela W. Burris Beth M. Phillips Christopher J. Lonigan 《Journal of Education for Students Placed at Risk》2019,24(2):154-173
This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children’s early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children’s Title Checklist (CTC) but low correlations were found among items. Children’s expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children’s receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers’ frequency of shared reading and the age when parents began reading to children. Children’s letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children’s early language and literacy skills. 相似文献
2.
This study is designed to test a reciprocal causation, cross-lagged model of self-concept, self-efficacy, and achievement in a postsecondary STEM course. Both self-efficacy and self-concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self-concept and self-efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross-lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self-belief effects models. Significant paths in the reciprocal causation, cross-lagged model include the first self-concept measure to the first achievement measure as well as from the second self-concept measure to the third self-efficacy measure. Relationships from achievement to each subsequent self-belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre-measure designs of single constructs are used. In the classroom, an initial measure of self-concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature. 相似文献
3.
Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers. 相似文献
4.
Nicole Colwell Rachel A. Gordon Ken Fujimoto Robert Kaestner Sanders Korenman 《Early childhood research quarterly》2013
The Arnett Caregiver Interaction Scale (CIS) has been widely used in research studies to measure the quality of caregiver–child interactions. The scale was modeled on a well-established theory of parenting, but there are few psychometric studies of its validity. We applied factor analyses and item response theory methods to assess the psychometric properties of the Arnett CIS in a national sample of toddlers in home-based care and preschoolers in center-based care from the Early Childhood Longitudinal Study-Birth Cohort. We found that a bifactor structure (one common factor and a second set of specific factors) best fits the data. In the Arnett CIS, the bifactor model distinguishes a common substantive dimension from two methodological dimensions (for positively and negatively oriented items). Despite the good fit of this model, the items are skewed (most teachers/caregivers display positive interactions with children) and, as a result, the Arnett CIS is not well suited to distinguish between caregivers who are “highly” versus “moderately” positive in their interactions with children, according to the items on the scale. Regression-adjusted associations between the Arnett CIS and child outcomes are small, especially for preschoolers in centers. We encourage future scale development work on measures of child care quality by early childhood scholars. 相似文献
5.
Yue Ma Xinwu Zhang Lucy Pappas Andrew Rule Yujuan Gao Sarah-Eve Dill Tianli Feng Yue Zhang Hong Wang Flavio Cunha Scott Rozelle 《Child development》2024,95(2):e74-e92
In low- and middle-income countries, urbanization has spurred the expansion of peri-urban communities, or urban communities of formerly rural residents with low socioeconomic status. The growth of these communities offers researchers an opportunity to measure the associations between the level of urbanization and the home language environment (HLE) among otherwise similar populations. Data were collected in 2019 using Language Environment Analysis observational assessment technology from 158 peri-urban and rural households with Han Chinese children (92 males, 66 females) aged 18–24 months in China. Peri-urban children scored lower than rural children in measures of the HLE and language development. In both samples, child age, gender, maternal employment, and sibling number were positively correlated with the HLE, which was in turn correlated with language development. 相似文献
6.
Roel Van Steensel 《Journal of Research in Reading》2006,29(4):367-382
This paper deals with the relation between children's home literacy environments (HLE) and their literacy development in the first phase of primary school. On the basis of a broad conceptualisation of the HLE, we identified three home literacy profiles (rich, child‐directed and poor HLE). Firstly, we related these profiles to socio‐cultural factors (more specifically, ethnicity and socio‐economic status [SES]). We found an association between the HLE and ethnicity/SES, indicating that (Dutch) majority children and children from high SES families had, in general, the most stimulating HLEs. On the other hand, we observed considerable variability in HLEs within ethnic minority and low SES groups. Subsequently, we related the HLE profiles to literacy outcomes in kindergarten, first and second grade. We found that, after controlling for relevant background characteristics, the HLE had an effect on children's vocabulary scores in first grade, and their general reading comprehension both in first and second grade. 相似文献
7.
《Scientific Studies of Reading》2013,17(4):309-333
We examined the oral and written spelling performance on the Treiman-Bourassa Early Spelling Test (Treiman & Bourassa, 2000a) of 30 children with serious reading and spelling problems and 30 spelling-level-matched younger children who were progressing normally in learning to read and spell. The 2 groups' spellings were equivalent on a composite measure of phonological and orthographic sophistication, representation of the phonological skeleton of the items, and orthographic legality. The groups showed a similar advantage for words over nonwords on the phonological skeleton and orthographic legality measures. The children with dyslexia and the comparison children also showed an equivalent advantage for written over oral spelling on the composite and phonological skeleton measures. Further analyses revealed that children with dyslexia made many of the same linguistically based errors as typically developing children but also pointed to some subtle differences between the groups. Overall, the spelling performance of children with dyslexia appears to be quite similar to that of normally progressing younger children. 相似文献
8.
《Early education and development》2013,24(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献
9.
Janice Porterfield Stewart 《Early education and development》1995,6(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献
10.
In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
11.
《信阳师范学院学报(哲学社会科学版)》2019,(5):28-33
家庭早期学习环境不仅对个体早期的认知和社会性发展具有重要作用,而且还能调节处境不利家庭对幼儿造成的消极影响。自20世纪90年代以来,OECD成员国为改善家庭早期学习环境,采取了一系列积极措施,主要包括面向有需要的家庭提供指导资料和学习资源;举办各种早期教育项目以提高父母参与能力;帮助父母开发家庭课程;等等。这些做法启示我们要充分利用多种大众传播媒介,为家长搭建专业育儿咨询平台;开发0—6岁儿童家庭学习指南及资源包,为家长提供科学指导;举办专业且深入的家庭服务项目,有效提高家长参与幼教学习的能力;以社区和幼儿园为支点,为家长提供常态化的指导服务。 相似文献
12.
Brook E. Sawyer Laura M. Justice Ying Guo Jessica A.R. Logan Stephen A. Petrill Katherine Glenn‐Applegate Joan N. Kaderavek Jill M. Pentimonti 《Journal of Research in Reading》2014,37(1):65-83
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development. 相似文献
13.
Yvonne Anders Christiane Grosse Hans-Günther Rossbach Susanne Ebert Sabine Weinert 《School Effectiveness & School Improvement》2013,24(2):195-211
Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany. 相似文献
14.
Neuropsychological aspects for evaluating learning disabilities 总被引：1，自引：0，他引：1
Semrud-Clikeman M 《Journal of learning disabilities》2005,38(6):563-568
This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement. 相似文献
15.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
16.
Early research on literacy development usually focuses on children in preschool or kindergarten. Few studies have examined the early literacy of bilingual children. This study examines its relationship with different family learning environments (e.g. book availability), and family learning activities (e.g. reading books, telling stories, and singing songs) of bilingual and monolingual children from 9 months of age to kindergarten entry. The Early Childhood Longitudinal Study-Birth Cohort was used as the analysis sample. We included 1300 bilingual children and 5150 English monolingual children. We uncover that bilingual children generally lag behind in both resources and frequency of family learning activities. Using various decomposition techniques, we show that early reading score differences between bilingual and monolingual children can be explained by differences in resources and early family learning environments. 相似文献
17.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
18.
For several years we have been engaged in the development and research of software environments for collaborative learning, for example in the recently completed CoLabs project (which we presented at the IFIP TC3 WG3.5 working conference in Budapest in 2004, see also http://matchsz.inf.elte.hu/Colabs/), also within lately defended long-range doctoral research, in which the co-author of this paper together with his undergraduate students had developed and evaluated cooperative computer activities for children aged 10 to 18. They observed children when using those environments and studied the influence of different approaches and solutions on the degree of their involvement and will to cooperate. We have also been involved in the London Knowledge Lab pilot project for developing a collaborative layered learning space travel games construction kit. Our department’s prior engagement in the development of collaborative activities also includes publishing a popular on-line journal (developed by A. Hrusecka and D. Lehotska, this on-line journal (in Slovak) can proudly boast up to 250,000 visits per month) for children, which intensively exploits on-line collaboration. This topic attracts us not only as a support for the learning process, but is a challenge for us as developers of educational programming tools as well. In our SuperLogo and Imagine environments we have always tried to provide users (ranging from children to developers) with new and powerful options to foster learning by exploring and developing. Thus we have equipped Imagine with the means for building objects and their behaviours in incremental loops, with parallel independent processes, event-driven programming and complex yet intuitive support for developing on-line environments for collaborative learning. In this paper we place our collaborative applications in the context of other related interfaces reported in literature. We use eight criteria to classify them and conclude that collaborative applications being developed by us and our students—future teachers—are distinguishable from others along two or three of those criteria: they combine in themselves typical features of Logo microworlds and inspiring support for on-line cooperation. We then analyze in detail our collaborative Imagine microworlds along four dimensions of their development. We specify means for establishing and maintaining on-line connection among any number of participants. We study tools for sending and receiving items (data, active characters with their behaviours, instructions etc.). We reflect on what can be shared by two or more participants in a collaborative activity. We examine all possible operations with common and private characters of a participant from the collaboration point of view. Our goals in this research and development are to:
- Better understand potential the interfaces for on-line collaboration offer to support the learning process,
- Place our Imagine Logo microworlds into context of other related applications,
- Build a detailed map of all aspects important for their development (i.e., build a framework for the development),
- Present the observations from our long-range experimental development and evaluation of the collaborative environments,
- Point out how simple and natural it is (in the academic surroundings) to develop small and yet powerful collaborative microworlds—built for instance for immediate need in a classroom—with exceptional potential for interaction and openness.
19.
Rosemary Callingham Colin Carmichael Jane M. Watson 《International Journal of Science and Mathematics Education》2016,14(7):1339-1357
Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years students’ learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9 undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of 2 years. Their teachers completed a survey that included items measuring pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and teachers’ PCK, linking teachers’ knowledge directly to students’ learning outcomes has proved elusive. Multilevel modelling of results from 789 students for whom there were 3 completed tests and measures from their teachers indicated that students’ outcomes were influenced positively by their initial teacher’s PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers. 相似文献
20.
儿童发展是衡量学前教育有效性的重要维度,基于多层线性技术的增值评估模型是探讨学前教育有效性的重要方法。本研究采用追踪研究设计,运用增值评估模型,以来自上海12所幼儿园的665名儿童为研究对象,重点探讨在控制个体和家庭背景因素后,班级质量对儿童各领域从中班到大班发展增值的影响。结果发现,教师自我感知的教研支持度对儿童语言与早期阅读领域的发展增值影响显著,并对语言与阅读起始水平低的儿童的语言与阅读发展影响更大。"新手-成熟"的班级教师组合对儿童语言与早期阅读、学习品质两个领域的发展增值具有显著影响。班级互动质量对儿童认知发展增值的影响非常显著,并对学习品质起始水平高的儿童的学习品质发展影响更大。班级语言与早期阅读质量对认知起始水平低的儿童的认知发展有更大影响。个人护理常规质量对儿童社会性情感发展增值的影响非常显著,并对学习品质起始水平低的儿童的学习品质发展有更大影响。为促进儿童全面健康发展,不仅需要以家庭教育为基础,充分发挥家庭教育资源和学习环境的重要作用,而且需要幼儿园以过程性质量为核心,营造温暖、轻松、持续支持的互动与学习环境,注重在一日生活中培养儿童各方面的品质,同时应以结构性质量为保障,发挥师徒制教师组合的优势,构建持续有效的教研制度,尽力提升教师质量。 相似文献