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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers Merz, Emily C.; Zucker, Tricia A.; Landry, Susan H.; Williams, Jeffrey M.; Assel, Michael; Taylor, Heather B.; Lonigan, Christopher J.; Phillips, Beth M.; Clancy-Menchetti, Jeanine; Barnes, Marcia A.; Eisenberg, Nancy; de Villiers, Jill. - 2015 Abstract: This study examined the concurrent and longitudinal associations of parental responsiveness and inferential language input with cognitive skills and emotion knowledge among socioeconomically disadvantaged preschoolers. Parents and 2- to 4-year-old children (mean age = 3.21 years; N=284) participated in a parent-child free play session, and children completed cognitive (language, early literacy, early mathematics) and emotion knowledge assessments. One year later, children completed the same assessment battery. Parental responsiveness was coded from the videotaped parent-child free play sessions, and parental inferential language input was coded from transcripts of a subset of 127 of these sessions. All analyses controlled for child age, gender, and parental education, and longitudinal analyses controlled for initial skill level. Parental responsiveness significantly predicted all concurrent cognitive skills as well as literacy, math, and emotion knowledge one year later. Parental inferential language input was significantly positively associated with children's concurrent emotion knowledge. In longitudinal analyses, an interaction was found such that for children with stronger initial language skills, higher levels of parental inferential language input facilitated greater vocabulary development, whereas for children with weaker initial language skills, there was no association between parental inferential language input and change in children's vocabulary skills. These findings further our understanding of the roles of parental responsiveness and inferential language input in promoting children's school readiness skills. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4355039/ http://www.ncbi.nlm.nih.gov/pubmed/25576967 https://doi.org/10.1016/j.jecp.2014.11.010 BASE Hide details 2 Emergent name-writing abilities of preschool-age children with language impairment McGinty, Anita Shukla; Cabell, Sonia Q.; Justice, Laura M.... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 1, 53-66 BLLDB OLC Linguistik Show details 3 Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading Zucker, Tricia A.; Piasta, Shayne B.; Justice, Laura M. In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 4, 376-392 BLLDB OLC Linguistik Show details 4 Validity of Teacher Report for Assessing the Emergent Literacy Skills of At-Risk Preschoolers Cabell, Sonia Q; Justice, Laura M; Zucker, Tricia A... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 2, 161-173 OLC Linguistik Show details

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