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Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status [<Journal>]
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DNB Subject Category Language
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The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers
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In: Ann Dyslexia (2021)
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Executive Function: Association with Multiple Reading Skills
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In: Read Writ (2018)
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Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers
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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
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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.
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Keyword:
Article
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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
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The Construction of Visual-spatial Situation Models in Children's Reading and Their Relation to Reading Comprehension
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Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development
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Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach
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Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele
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