Executive Function, Language Dominance and Literacy Skills in Spanish-speaking Language-minority Children: A Longitudinal Study [0.03%]
西班牙语少数语言儿童的执行功能，语言优势和读写技能：一项纵向研究
Sarah V Alfonso,Christopher J Lonigan
Sarah V Alfonso
In the U.S., children whose home language is Spanish are at increased risk for the development of reading difficulties. Studies have reported a link between executive function (EF) and reading; few studies have examined this linkage in Span...
Implementation Fidelity of MyTeachingPartner Literacy and Language Activities: Association with Preschoolers' Language and Literacy Growth [0.03%]
我的教学伙伴读写和语言活动的实施保真度：与学龄前儿童的语言和读写能力增长的关系
Bridget K Hamrea,Laura M Justice,Robert C Pianta et al.
Bridget K Hamrea et al.
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a suppl...
Associations Between Preschool Sleep Problems and Observed Dimensions of Elementary Classroom Engagement [0.03%]
学龄前睡眠问题与小学课堂参与度观察维度之间的关联性研究
Cara C Tomaso,Tiffany James,Jennifer Mize Nelson et al.
Cara C Tomaso et al.
Sleep has clear importance for academic success. However, most research in this area has focused on older children and adolescents and has used narrow measures of academic achievement, overlooking the importance of early sleep problems in s...
Influences of the Home Language and Literacy Environment on Spanish and English Vocabulary Growth among Dual Language Learners [0.03%]
家庭语言和读写环境对双语学习者西班牙语和英语词汇增长的影响
J Marc Goodrich,Christopher J Lonigan,Beth M Phillips et al.
J Marc Goodrich et al.
Little is known regarding the extent to which aspects of the home language and literacy environment (HLE) promote growth in language skills among dual language learners (DLLs). Therefore, the purpose of this study was to evaluate which aspe...
Private Speech and the Development of Self-Regulation: The Importance of Temperamental Anger [0.03%]
私语和自我调节的发展：性情中的愤怒的重要性
Margaret Whedon,Nicole B Perry,Erica B Curtis et al.
Margaret Whedon et al.
In this study (N=160), we observed children's private (i.e., self-directed) speech (PS) during a challenging puzzle task at age 3 and assessed whether the amount and maturity of their PS predicted their inhibitory control (IC) at age 4 and ...
Emotion Recognition Deficits among Children with Conduct Problems and Callous-Unemotional Behaviors [0.03%]
具有违拗-无情特征的品行问题儿童的情绪识别缺陷
Peter D Rehder,W Roger Mills-Koonce,Michael T Willoughby et al.
Peter D Rehder et al.
Deficits in emotion recognition have been associated with psychopathic and callous-unemotional (CU) behaviors among adults, adolescents, and children. However, few previous studies have examined such associations exclusively during early an...
The Quality of Mother-Toddler Communication Predicts Language and Early Literacy in Mexican-American Children from Low-Income Households [0.03%]
母亲与学步期儿童交流的质量预测低收入美籍墨西哥人子女的语言和早期读写能力
Lauren B Adamson,Margaret O&#x;Brien Caughy,Roger Bakeman et al.
Lauren B Adamson et al.
This longitudinal study documents the key role of early joint engagement in the language and early literacy development of Mexican-American children from low-income households. This rapidly growing population often faces challenges as seque...
Sustained Benefits of a Preschool Home Visiting Program: Child Outcomes in Fifth Grade [0.03%]
居家访问计划的持续效益——第五年级儿童的发展状况
Karen L Bierman,Brenda S Heinrichs,Janet A Welsh et al.
Karen L Bierman et al.
This study evaluated the sustained effects of the Research-based Developmentally Informed Parent program (REDI-P) at fifth grade, six years after intervention. Participants were 200 prekindergarten children attending Head Start (55% White, ...
Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program [0.03%]
学龄前准备干预的长期效果：Head Start REDI项目的五年级结果
Janet A Welsh,Karen L Bierman,Robert L Nix et al.
Janet A Welsh et al.
This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. ...
Combining a Kindergarten Readiness Summer Program with a Self-Regulation Intervention Improves School Readiness [0.03%]
将暑期学前教育项目与自我调节干预结合能提高儿童就学准备程度
Robert J Duncan,Sara A Schmitt,Maura Burke et al.
Robert J Duncan et al.
Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood edu...