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11.
Jill L. Jacobi-Vessels E. Todd Brown Victoria J. Molfese Ahn Do 《Early Childhood Education Journal》2016,44(1):1-9
Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent mathematics learning. In this article, we discuss the milestones of counting development and examine preschool classroom mathematics observations through the lenses of two CLASS Dimensions, Concept Development and Instructional Learning Formats. Recommendations for effective instructional strategies around counting and suggestions for incorporating mathematics instruction into storybook reading are provided. 相似文献
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Yi-Hui Hung Stephen J. Frost Peter Molfese Jeffrey G. Malins Nicole Landi W. Einar Mencl 《Scientific Studies of Reading》2019,23(1):89-100
ABSTRACTTo investigate the neural basis of a common statistical learning mechanism involved in motor sequence learning and decoding, we recorded brain activation from participants during a serial reaction time (SRT) task and a word reading task using functional magnetic resonance imaging. In the SRT task, a manual response was made depending on the location of a visual cue, and the order of the locations was either fixed or random. In the word reading task, visual words were passively presented. In the inferior frontal gyrus pars triangularis (IFGpTr) and the insula, differences in activation between the ordered and random condition in the SRT task and activation to printed words in the word reading task were correlated with the participants’ decoding ability. We speculate that extraction of statistically predictable patterns in the IFGpTr and insula contributes to both motor sequence learning and orthographic learning, and therefore predicts individual differences in decoding skill. 相似文献
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Dennis L. Molfese Victoria J. Molfese Sasha Key Arlene Modglin Spencer Kelley Shona Terrell 《Annals of dyslexia》2002,52(1):99-119
This paper focuses on methods useful for identifying differences in the development of language reading abilities in children
that rely on measures of brain responses and behavioral assessments. Findings from longitudinal and cross-sectional studies
using brain and behavior measures are described, along with findings from research designed to influence changes in brain
and behavioral responses through training. The findings show differences in event-related potentials (ERP) responses recorded
at birth that are related to a child’s later performance on language and reading tasks. Such findings point to a strong biological
influence on the development of language and reading skills. However, other findings show that the influence of biological
factors on brain processing can be modified through learning. In fact, several studies show that even brief periods of stimulation
and opportunities for learning can produce changes in the brain’s ERP repsonses. Such findings suggest that new approaches
to evaluating the effectiveness of interventions might change the rate and likelihood of developmental changes. 相似文献
14.
The purpose of this study was to extend previous studies on the influence of environmental measures on intelligence scores by examining how proximal and distal measures of children's environments in the preschool period and in the primary-grade period are related to their performance on reading achievement tests. Reading performance was explored using two approaches. The first approach involved the identification of children within a longitudinal sample who had poor reading skills at 8 years of age. The second approach used the full range of reading scores to explore whether factors influencing poor reading were different from those influencing good reading. Participants were 113 children, including 35 children with poor reading skills, who were part of a longitudinal study of cognitive development. Socioeconomic status (SES), Home Observation for Measurement of the Environment (HOME) scores at 3 and 10 years of age, and school-administered and individually administered reading achievement scores were obtained. Both SES and HOME scores were found to be related to reading abilities, but preschool environment measures were more strongly and consistently related to and predictive of reading scores. Differences in the patterns of correlations and the results of the predictive models were found between the full sample and the poor readers. Variables other than proximal and distal measures of the environment are involved in the development of reading skills. 相似文献
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Victoria J. Molfese Peter J. Molfese Dennis L. Molfese Kathleen Moritz Rudasill Natalie Armstrong Gillian Starkey 《Contemporary educational psychology》2010
Academic and social success in school has been linked to children’s self-regulation. This study investigated the assessment of the executive function (EF) component of self-regulation using a low-cost, easily administered measure to determine whether scores obtained from the behavioral task would agree with those obtained using a laboratory-based neuropsychological measure of EF skills. The sample included 74 children (37 females; M = 86.2 months) who participated in two assessments of working memory and inhibitory control: Knock–Tap (NEPSY: Korkman, Kirk, & Kemp, 1998), and participated in event-related potential (ERP) testing that included the directional stroop test ( DST, Davidson, Cruess, Diamond, O’Craven, and Savoy (1999)). Three main findings emerged. First, children grouped as high vs. low performing on the NEPSY Knock–Tap Task were found to perform differently on the more difficult conditions of the DST (the Incongruent and Mixed Conditions), suggesting that the Knock–Tap Task as a low-cost and easy to administer assessment of EF skills may be one way for teachers to identify students with poor inhibitory control skills. Second, children’s performance on the DST was strongly related to their ERP responses, adding to evidence that differences in behavioral performance on the DST as a measure of EF skills reflect corresponding differences in brain processing. Finally, differences in brain processing on the DST task also were found when the children were grouped based on Knock–Tap performance. Simple screening procedures can enable teachers to identify children whose distractibility, inattentiveness, or poor attention spans may interfere with classroom learning. 相似文献
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E. Todd Brown Victoria J. Molfese Peter Molfese 《Journal of Education for Students Placed at Risk》2013,18(1):106-126
Few studies investigating the impacts of teacher characteristics and beliefs about the importance of early skill learning have included measures of children's learning outcomes. This study investigated how teachers' educational attainment, experience, and beliefs impact the development of letter identification and number concepts (enumeration, cardinality, and numeral identification). One hundred thirty-eight 4-year-old children from low-income homes attending public preschool programs were the focus of a study based on findings that early learning is impacted by family characteristics and teachers' perceptions of children's eagerness to learn (West, Denton, & Germino Hausken, 2000). Children's skills were assessed fall and spring, with more change found in spring measures of letter identification than in measures of number concept skills. Teachers' educational attainment was found to strongly influence development of letter identification, with teacher experience a weaker influence. For number concepts, teacher education and experience were equivalent influences. Teachers' beliefs about literacy and mathematics were weakly related to children's learning outcomes, but added to the variance accounted for beyond the influence of teacher education and experience in the development of numeral recognition. More information is needed from studies focusing on children learning across the school year on how structural and process features influence young children's learning. 相似文献
17.
Molfese DL Key AF Kelly S Cunningham N Terrell S Ferguson M Molfese VJ Bonebright T 《Journal of learning disabilities》2006,39(4):352-363
Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels. 相似文献
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In this study, 2 optimality scales and 3 complication scales were used to obtain perinatal risk scores for 103 infants. The scores generated by the 5 scales were compared for accuracy in predicting a variety of traditional and frequently used neonatal and infant outcome measures. The results were interpreted as showing an advantage in favor of the 3 complication scales in the number and variety of outcome measures that could be predicted from the scale scores. 相似文献