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1.
Eunjoo Jung Victoria J. Molfese Jennifer Beswick Jill Jacobi-Vessels Andrew Molnar 《Early education and development》2013,24(4):713-731
Research Findings: The present study used a longitudinal design to identify how sleep habits and learning-related behaviors impact the development of cognitive skills in preschoolers (ages 3–5). Sixty- seven children with parental report and cognitive skill assessment data were included. Scores on the Differential Ability Scales (C. Elliott, 1990) were obtained at ages 3, 4, and 5. A Sleep Questionnaire (D. Gozal, 1998) with 12 items from the Child Behavior Checklist (T. M. Achenbach &; L. A. Rescorla, 2000) related to children's attention and activity levels was administered at age 3. Growth curve changes in cognitive scores were estimated using hierarchical linear modeling. Parental reports of nighttime sleep duration predicted level of cognitive skills at 3 years. The effect of sleep duration on cognitive scores was constant across age. Practice or Policy: Sleep and learning-related behaviors distinguish the cognitive skills children bring to preschool programs and impact gains made in skills while in preschool. 相似文献
2.
A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions
remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading
development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to
differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech
stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures
of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years.
Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal
maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1
amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient
in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal
recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related
to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech
stimuli. The early development of biologically based differences in the perception and processing of auditory information
contributes to later group differences in reading proficiencies at school age. 相似文献
3.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
4.
Molfese VJ Modglin AA Beswick JL Neamon JD Berg SA Berg CJ Molnar A 《Journal of learning disabilities》2006,39(4):296-305
Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool (Get Ready to Read). It was anticipated that participants might show slow skill development. However, the identification of a large group of children (n = 30) who made little or no gains in letter identification compared to their classmates (n = 27), whose gains averaged 7 letters, was not anticipated. Fall to spring gains in letter identification correlated with phonological processing, rhyme detection, environmental print, and Get Ready to Read! scores. Age and general cognitive skills influenced performance on some tasks. More knowledge of the characteristics of children who show the most variations in skill development may lead to insights on using classroom curriculum to focus on skill development. 相似文献
5.
The research described in this article uses findings from longitudinal studies involving electrophysiological and behavioral
assessments of infants and young children. Event-Related Potentials (ERPs) offer a basis for understanding how areas of the
brain react to specific stimuli that are thought to play a role in the development of language and reading abilities. In this
paper, we review a series of studies that identify markers in the ERPs that are related to differences in the development
of language and reading skills. In addition, there is compelling evidence supporting the role of the home environment and
other variables that influence the intellectual level of the child’s environment (e.g., SES, parental IQ, parenting practices,
family activities) in the development of language and reading in preschool and school-aged children. In this paper, measures
of these environmental variables are linked with predictions of language and reading skill development. Efforts to integrate
information about the influence of the environment on brain responses to better understand the development of early language
and reading skills are described. 相似文献
6.
Recent enactment of public laws have mandated early identification of children at risk for delayed development. Several complex assessment batteries have demonstrated satisfactory predictive and classificatory accuracy when biomedical and social-environmental measures obtained in infancy are used as predictors of later IQ scores. Yet, these complex batteries are too costly for wide- spread adoption. The present study examined the effectiveness of smaller sets of predictor variables for correctly identifying children as developmentally delayed at four through seven years of age. The results show that a combination of six biomedical risk items, maternal education level, and four subscale scores from the HOME scale are effective when used as a screening battery across a four year period. The practical implications are for this battery to be used to screen children in the preschool period for developmental delay in the early primary grades. 相似文献
7.
Ji Hoon Ryoo Timothy R. Konold Jeffrey D. Long Victoria J. Molfese Xin Zhou 《Structural equation modeling》2017,24(6):897-910
Applications of growth mixture modeling have become widespread in the fields of medicine, public health, and the social sciences for modeling linear and nonlinear patterns of change in longitudinal data with presumed heterogeneity with respect to latent group membership. However, in contrast to linear approaches, there has been relatively less focus on methods for modeling nonlinear change. We introduce a nonlinear mixture modeling approach for estimating change trajectories that rely on the use of fractional polynomials within a growth mixture modeling framework. Fractional polynomials allow for more parsimonious and flexible models in comparison to conventional polynomial models. The procedures are illustrated through the use of math ability scores obtained from 499 children over a period of 3 years, with 4 measurement occasions. Techniques for identifying the best empirically derived growth mixture model solution are also described and illustrated by way of substantive example and a simulation. 相似文献
8.
This longitudinal study examined the influence of prekindergarten teacher characteristics and classroom instructional processes during mathematical activities on the growth of mathematics learning scores in prekindergarten, kindergarten, and first grade. Participants attended state-funded and Head Start prekindergarten programs. Mathematical performance was measured in fall and spring in prekindergarten and spring in kindergarten and first grade using the Test of Early Mathematics Ability–3 (TEMA-3; Ginsburg & Baroody, 2003). Two dimensions of the Classroom Assessment Scoring System (CLASS; i.e., instructional learning formats and concept development; Pianta, La Paro, & Hamre, 2008) were scored based on observed classroom mathematics activities. Teachers provided information about their education and years of prekindergarten teaching experience. Research Findings: Instructional processes that included elements of the CLASS concept development dimension, such as discussions and brainstorming to encourage children’s understanding, were related to growth of mathematics scores. Neither teacher characteristics nor instructional processes of the CLASS instructional learning formats dimension, such as using different modalities and materials, and learning objectives, were related to growth of mathematics scores. Practice or Policy: The findings extend our understandings of how instructional processes impact children’s early mathematical performance. These findings may be helpful in increasing our understanding of the types of instructional processes that might be emphasized in teacher professional development specifically related mathematical activities. Professional development that focuses on the CLASS concept development dimension may be easier for teachers to remember and implement in their classrooms and, consequently, have a greater impact on mathematics learning. 相似文献
9.
This study examined how the development of foundation skills in speech perception, language, short-term memory, and family demographics and activities in the home environment influence the development of reading skills. Data from 96 children participating in a longitudinal research project were used. It was hypothesized that measures of specific foundation skills in the preschool period and measures of family demographics and home environment could be used to identify children's reading abilities. As expected, most of the foundation skills were found to be related to and predictive of reading scores. Event-related potential (ERP) measures of speech perception, which have previously been found to be predictive of reading abilities, and measures of family and home activities and language measures were related to reading scores. Verbal short-term memory scores contributed little to the prediction of reading scores. These variables influenced the results whether they were used to discriminate reading groups or to predict a continuum of reading scores, but there were large differences in the amount of variance accounted for. More variance was accounted for in the group analyses than in the continuum analyses. 相似文献
10.
Kathleen Moritz Rudasill Leslie Hawley Victoria J. Molfese Xiaoqing Tu Amanda Prokasky Kate Sirota 《Early education and development》2016,27(7):859-874
Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict. 相似文献