174 research outputs found
The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted Reading Intervention
The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative Web-conferencing system using laptop computers and webcam technology. Seven schools from the southwestern United States were randomly assigned to experimental and control conditions in a cluster randomized design. All children in the study (n = 364) were administered a battery of standardized reading skill tests in the fall and spring of the school year. Intent-to-treat analyses were conducted to estimate mixed models of childrenâs 1-year growth in Word Attack, Letter/Word Identification, Passage Comprehension, and Spelling of Sounds. Results showed that struggling readers from experimental schools outperformed those from control schools on all spring reading outcomes, controlling for fall scores
Minor Illnesses, Temperament, and Toddler Social Functioning
Minor illnesses, such as upper respiratory infections, stomachaches, and fevers, have been associated with childrenâs decreased activity and increased irritability. Mothers of children who are frequently ill report more child behavior problems; however, previous research in this area has yet to simultaneously examine childrenâs temperament. This investigation examined whether experience with recurrent, minor illnesses and negative emotionality worked together to predict young childrenâs social functioning. This multi-method study utilized a sample of 110 daycare-attending children. Nurses went to the daycare centers weekly to perform health screens on the participating children. Minor illness experience was represented using a proportion created by dividing the number of illness diagnoses by the total number of health screenings completed from the time the child was enrolled in the study through his or her second birthday. Toddlersâ negative emotionality and social behavior were assessed using mothersâ and fathersâ reports. The two dimensions of negative emotionality and minor illness experience operated in different ways such that anger worked additively with minor illness experience and fearfulness interacted with minor illness experience to predict social behavior. Children who were described as more temperamentally angry displayed less social competence especially when they also experienced high proportions of minor illness. Temperamentally fearful children exhibited more externalizing problems when they experienced a higher frequency of illness whereas fearfulness was not associated to externalizing problems for children who experienced low proportions of illness
Paternal Work Stress and Latent Profiles of Father-Infant Parenting Quality
The current study used latent profile analysis (LPA) to examine the implications of fathersâ experiences of work stress for paternal behaviors with infants across multiple dimensions of parenting in a sample of fathers living in nonmetropolitan communities (N = 492). LPA revealed five classes of fathers based on levels of social-affective behaviors and linguistic stimulation measured during two father-infant interactions. Multinomial logistic regression analyses suggested that a less-supportive work environment was associated with fathersâ membership in multiple lower-quality parenting classes. Greater work pressure and a nonstandard work schedule also predicted fathersâ membership in the latent parenting classes, although these associations differed depending on the number of hours fathers spent in the workplace
Brief evidence-based interventions for universal child health services: a restricted evidence assessment of the literature
Background
Universal child health services (UCHS) provide an important pragmatic platform for the delivery of universal and targeted interventions to support families and optimize child health outcomes. We aimed to identify brief, evidence-based interventions for common health and developmental problems that could be potentially implemented in UCHS.
Methods
A restricted evidence assessment (REA) of electronic databases and grey literature was undertaken covering January 2006 to August 2019. Studies were eligible if (i) outcomes related to one or more of four areas: child social and emotional wellbeing (SEWB), infant sleep, home learning environment or parent mental health, (ii) a comparison group was used, (iii) universal or targeted intervention were delivered in non-tertiary settings, (iv) interventions did not last more than 4 sessions, and (v) children were aged between 2âweeks postpartum and 5âyears at baseline.
Results
Seventeen studies met the eligibility criteria. Of these, three interventions could possibly be implemented at scale within UCHS platforms: (1) a universal child behavioural intervention which did not affect its primary outcome of infant sleep but improved parental mental health, (2) a universal screening programme which improved maternal mental health, and (3) a targeted child behavioural intervention which improved parent-reported infant sleep problems and parental mental health. Key lessons learnt include: (1) Interventions should impart the maximal amount of information within an initial session with future sessions reinforcing key messages, (2) Interventions should see the family as a holistic unit by considering the needs of parents with an emphasis on identification, triage and referral, and (3) Brief interventions may be more acceptable for stigmatized topics, but still entail considerable barriers that deter the most vulnerable.
Conclusions
Delivery and evaluation of brief evidence-based interventions from a UCHS could lead to improved maternal and child health outcomes through a more responsive and equitable service. We recommend three interventions that meet our criteria of âbest betâ interventions
Longitudinal Associations Between Parental Bonding, Parenting Stress, and Executive Functioning in Toddlerhood
Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
Author's manuscriptThe purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a
professional development program and early reading intervention delivered via webcam
technology could support English learnersâ early reading progress. Participants for the current
study were drawn from a larger three-year randomized controlled trial and included 108 English
learners (ELs) from 47 classrooms randomly assigned to treatment and control conditions.
Teachers in treatment classrooms used the TRI in one-on-one sessions in the regular classroom
for approximately 15 minutes per day. Weekly, and later, biweekly webcam coaching sessions
between the TRI coach and each classroom teacher allowed the coach to interact with both the
teacher and student in real time, and allowed classroom teachers to receive real-time feedback
from the coach. Two-level hierarchical linear models suggested that ELs struggling with learning
to read in intervention classrooms significantly outperformed their peers in control classrooms on
word-level measures of early reading with effect sizes of .43 and .45, but not on text-level
measures. Results also suggested that ELs struggling with learning to read were gaining at the
same rate as their non-struggling peers, but they were not able to catch up within the study yearUniversity of Delaware. School of Education
How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language
Applying an on-track indicator for high school graduation: Adapting the Consortium on Chicago School Research indicator for five Texas districts.
This study uses a measure of the on-track or off-track status of students at the end of grade 9 as an indicator of whether students in five Texas districts would graduate from high school in four years. In all five districts, on-time graduation rates were higher for students who were on track at the end of grade 9 than for students who were off track, both for students overall and for all racial/ethnic groups
The Effects of Day Care Intervetion on Teacher's Ratings of the Elementary School Discourse Skills in Disadvantaged Children
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