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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
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Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
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'Reading First kindergarten classroom instruction and students'' growth in phonological awareness and letter naming–decoding fluency'
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A quantitative and qualitative analysis of the impact of high school marine science curricula and instructional strategies on science literacy of students.
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A SOURCEBOOK ON THE CATHARSIS CONTROVERSY (ARISTOTLE, "POETICS"; GREECE).
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| 10 |
Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children
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Abstract:
Dual language learners who come from low-income backgrounds are at-risk for experiencing a word gap in the amount of language they hear before kindergarten entry compared to peers of middle- and high-income backgrounds (Fernald, Marchman, & Weisleder, 2013; Hart & Risley, 1995). Spanish-English dual language learners are more likely to be in family-based childcare in their early childhood (National Center for Education Statistics, 2017), meaning they rely more heavily on caregiver language during important periods of neurodevelopment. This study aimed to intervene with caregivers of young children from Spanish-English-speaking low-income families. The intervention used a language input feedback device called Starling by Versame and its corresponding application on an iPad to provide caregiver word counts alongside visual displays of language input across the day. In a multiple-baseline design, three cohorts of participating families accessed the Starling device and application and tracked their daily adult word counts with visual displays. Day-long LENA recordings were collected throughout the baseline and intervention phases in order to select 15-minute segments of interaction selected from high-priority contexts characterized by increased caregiver-child interactivity. By observing the adult word count across the 15-minute segments, the results of this study observed a limited effect of the Starling intervention on quantity of language input across a hierarchy of contexts. Visual analysis of data characterized its limited effect across participant families based on changes in level, trends, and overlapping data across phases, among other features of visual data. Hierarchical linear modeling further revealed statistically the limited effect of the Starling on caregiver word counts in distinct contexts across all participating families. Participants completed an exit questionnaire regarding the social validity of the technology-based intervention and rated the intervention as socially and culturally valid. This study contributed novel evidence pertaining to the use of a quantity-focused language input feedback intervention and the social validity of a technology-based intervention with families of Spanish-English speaking backgrounds living in low-income conditions. ; A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester 2019. ; June 25, 2019. ; Bilingual language development, Caregiver-Implemented Intervention, Child language, Language Input ; Includes bibliographical references. ; Carla Wood, Professor Directing Dissertation; Stephen McDowell, University Representative; Juliann J. Woods, Committee Member; Sana Tibi, Committee Member; Stephanie Zuilkowski, Committee Member.
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Keyword:
Early childhood education; Language and languages
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A723027/datastream/TN/view/Language%20Input%20Intervention%20Using%20Visual%20Feedback.jpg
http://purl.flvc.org/fsu/fd/2019_Summer_Wofford_fsu_0071E_15335
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| 11 |
Early Social Interaction Project for Toddlers with Autism Spectrum Disorder: Effects on Parent Synchronous Language
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| 12 |
RELATIONSHIP BETWEEN FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND PERSISTENCE AND PERFORMANCE IN AN INSTRUCTIONAL TELEVISION CURRICULUM (LEARNING STYLES, FLORIDA)
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| 13 |
Intergenerational transmission of alcoholism: Environmental and identity variables
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| 15 |
FAMILY LIFE EDUCATION: KNOWLEDGE, ATTITUDES, AND BEHAVIOR AMONG UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF PUERTO RICO
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| 16 |
AN INVESTIGATION OF THE USE OF HUMOR AS A TEACHING STRATEGY IN AMERICAN HISTORY CLASSES
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Vocalizations of Children with Autism Spectrum Disorders Late in the Second Year of Life
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| 18 |
Vocabulary Mediation in the Second Language Classroom: An Exploratory Study
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| 19 |
Writing Memory: The Latino Community and Continuity in the Writings of Julia Alvarez, Judith Ortiz Cofer, and Achy Obejas.
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