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Guler Yildiz, Tulin; Gonen, Mubeccel; Ulker Erdem, Ayca; Garcia, Aileen; Raikes, Helen; Acar, Ibrahim H.; Burcak, Firdevs; Turan, Figen; Can Gul, Sadiye; Davis, Dawn – Journal of Child Language, 2019
This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's…
Descriptors: Correlation, Receptive Language, Preschool Children, Low Income
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Friend, Margaret; Smolak, Erin; Patrucco-Nanchen, Tamara; Poulin-Dubois, Diane; Zesiger, Pascal – Developmental Psychology, 2019
The present research extends recent work on the prediction of preschool language skills by exploring prediction from decontextualized vocabulary comprehension. Vocabulary comprehension was a stronger predictor than parent-reported production, yielding a quadrupling of variance accounted for relative to prior studies. Parallel studies (Studies 1…
Descriptors: Preschool Children, Language Skills, Vocabulary, Comprehension
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Tsujimoto, Kimberley C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen; Mahone, E. Mark; Willcutt, Erik; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Frijters, Jan C. – Scientific Studies of Reading, 2019
The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using…
Descriptors: Attribution Theory, Reading Skills, Attention, Hyperactivity
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Friend, Margaret; Smolak, Erin; Liu, Yushuang; Poulin-Dubois, Diane; Zesiger, Pascal – Developmental Psychology, 2018
Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on "parent-reported production" prior to 30 months of age. Of interest is whether and how "directly assessed vocabulary comprehension" in the 2nd year of life supports vocabulary and kindergarten…
Descriptors: Toddlers, Vocabulary Skills, Vocabulary Development, Kindergarten
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Hämäläinen, Jarmo; Landi, Nicole; Loberg, Otto; Lohvansuu, Kaisa; Pugh, Kenneth; Leppänen, Paavo H. T. – International Journal of Behavioral Development, 2018
Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the…
Descriptors: Phonological Awareness, Foreign Countries, Phonemes, Reading Skills
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Merry, Joseph J. – Sociology of Education, 2013
Why does the United States lag behind so many other countries on international education assessments? The traditional view targets school-based explanations--U.S. schools attract poorer teachers and lack the proper incentives. But the U.S. educational system may also serve children with comparatively greater academic challenges as a result of…
Descriptors: Reading Skills, Foreign Countries, Cross Cultural Studies, Teacher Competencies
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Geers, Anne E.; Nicholas, Johanna G. – Journal of Speech, Language, and Hearing Research, 2013
Purpose: In this article, the authors sought to determine whether the precise age of implantation (AOI) remains an important predictor of spoken language outcomes in later childhood for those who received a cochlear implant (CI) between 12 and 38 months of age. Relative advantages of receiving a bilateral CI after age 4.5 years, better…
Descriptors: Assistive Technology, Deafness, Language Acquisition, Speech Communication
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Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Frijters, Jan C. – Journal of Learning Disabilities, 2012
Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students…
Descriptors: Reading Comprehension, Quasiexperimental Design, Intervention, Standardized Tests
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Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Ponitz, Claire C.; Son, Seung-Hee; Lan, Xuezhao; Morrison, Frederick J.; Chen, Jo-Lin; Chen, Fu-Mei; Lee, Kangyi; Sung, Miyoung; Li, Su – Psychological Assessment, 2011
The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to…
Descriptors: Foreign Countries, Psychometrics, Behavior Problems, Cross Cultural Studies
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Janus, Magdalena; Brinkman, Sally A.; Duku, Eric K. – Social Indicators Research, 2011
There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common child level social indicator and progressing towards an international measure of child development. The Early Development Instrument (EDI) is a teacher-completed measure of children's…
Descriptors: Performance Based Assessment, Physical Health, Social Indicators, Foreign Countries
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Duncan, Greg J.; Morris, Pamela A.; Rodrigues, Chris – Developmental Psychology, 2011
Social scientists do not agree on the size and nature of the causal impacts of parental income on children's achievement. We revisit this issue using a set of welfare and antipoverty experiments conducted in the 1990s. We utilize an instrumental variables strategy to leverage the variation in income and achievement that arises from random…
Descriptors: Family Income, Preschool Children, Attribution Theory, Academic Achievement
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Meador, Kimford J.; Baker, Gus A.; Browning, Nancy; Cohen, Morris J.; Clayton-Smith, Jill; Kalayjian, Laura A.; Kanner, Andres; Liporace, Joyce D.; Pennell, Page B.; Privitera, Michael; Loring, David W. – Brain, 2011
We previously reported that foetal valproate exposure impairs intelligence quotient. In this follow-up investigation, we examined dose-related effects of foetal antiepileptic drug exposure on verbal and non-verbal cognitive measures. This investigation is an ongoing prospective observational multi-centre study in the USA and UK, which has enrolled…
Descriptors: Epilepsy, Seizures, Intelligence Quotient, Preschool Children
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Nicholas, Johanna G.; Geers, Ann E. – American Journal of Speech-Language Pathology, 2008
Purpose: The major purpose of this study was to provide information about expected spoken language skills of preschool-age children who are deaf and who use a cochlear implant. A goal was to provide "benchmarks" against which those skills could be compared, for a given age at implantation. We also examined whether parent-completed…
Descriptors: Speech, Oral Language, Deafness, Language Tests
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Aughinbaugh, Alison; Gittleman, Maury – Journal of Human Resources, 2003
In this paper, we examine the effect of income on child development in the United States and the United Kingdom, as measured by scores on cognitive, behavioral, and social assessments. In line with previous results for the United States, we find that for both countries income generally has an effect on child development that is positive and…
Descriptors: Family Income, Family Characteristics, Foreign Countries, Child Development