Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores

This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the first year of the study. Similarly, at the beginning of the study unique Spanish vocabulary scores were larger than unique English or shared Spanish-English vocabulary scores; however, by the end of the first year of the study children’s shared Spanish-English vocabulary scores were larger than unique English vocabulary scores, which were larger than unique Spanish vocabulary scores. These trends continued through the second year of the study. These results suggest that conceptual scoring is a useful assessment technique for children with limited exposure to their second language. Implications for assessment and instruction are discussed

Predicting word reading ability:a quantile regression study

Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother’s education to predict first-grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well-known word reading predictors varied in significance at different points along the word read- ing distribution. Results have implications for early identification and statistical analyses of reading-related outcomes

Longitudinal patterns of emerging literacy in beginning deaf and hearing readers

The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling

The impact of dialogic book-sharing training on infant language and attention: a randomized controlled trial in a deprived South African community

Background Dialogic book-sharing is an interactive form of shared reading. It has been shown in high income countries (HICs) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries (LMICs) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child language and attention of providing training in dialogic booksharing to carers of infants in an impoverished South African community. Methods We conducted a randomized controlled trial in Khayelitsha, an informal settlement in South Africa. Mothers of infants aged between 14 and 16 months were recruited and randomized to either eight weeks of manualized training in dialogic book-sharing or a no-intervention control group. Independent assessments were made of infant language and attention at baseline and following training. The trial was registered (ISRCTN39953901). Results Ninety one carer-infant dyads were recruited and randomized to the intervention group (n = 49) or the control group (n = 42), 82 (90%) of whom were available for follow-up assessments. On a standardized carer report of infant vocabulary, compared to those in the control group, carers who received the intervention reported a significantly greater increase in the number of words understood by their infants as well as a larger increase in the number of words that their infant understood and could vocalize. Intervention group children also showed substantially greater gains on a measure of sustained attention. Conclusions In line with evidence from HICs, a dialogic book-sharing programme delivered to an impoverished South African sample was shown to be of considerable benefit to the development of child language and focussed attention. The training programme, which is simple and inexpensive to deliver, has the potential to benefit child cognitive development in LMIC contexts where such development is commonly compromised

Separating the influences of prereading skills on early word and nonword reading

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills–reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words

Disentangling nature from nurture in examining the interplay between parent–child relationships, ADHD, and early academic attainment

Background: Attention Deficit Hyperactivity Disorder (ADHD) is highly heritable and is associated with lower educational attainment. ADHD is linked to family adversity, including hostile parenting. Questions remain regarding the role of genetic and environmental factors underlying processes through which ADHD symptoms develop and influence academic attainment. Method: This study employed a parent-offspring adoption design (N=345) to examine the interplay between genetic susceptibility to child attention problems (birth mother ADHD symptoms) and adoptive parent (mother and father) hostility on child lower academic outcomes, via child ADHD symptoms. Questionnaires assessed birth mother ADHD symptoms, adoptive parent (mother and father) hostility to child, early child impulsivity/activation, and child ADHD symptoms. The Woodcock-Johnson test was used to examine child reading and math aptitude. Results: Building on a previous study (Harold et al., 2013), heritable influences were found: birth mother ADHD symptoms predicted child impulsivity/activation. In turn, child impulsivity/activation (4.5 years) evoked maternal and paternal hostility, which was associated with children’s ADHD continuity (6 years). Both maternal and paternal hostility (4.5 years) contributed to impairments in math but not reading (7 years), via impacts on ADHD symptoms (6 years). Conclusion: Findings highlight the importance of early child behavior dysregulation evoking parent hostility in both mothers and fathers, with maternal and paternal hostility contributing to the continuation of ADHD symptoms and lower levels of later math ability. Early interventions may be important for the promotion of child math skills in those with ADHD symptoms, especially where children have high levels of early behavior dysregulation

Validation Study of Tripartite Model of Anxiety and Depression in Children and Adolescents: Clinical Sample in Korea

Although the currently available literature has provided some empirical support for a tripartite model of child and adolescent anxiety and depression, one of the limitations of these studies was that they have been conducted in America, primarily with Caucasians. In order to make this model more applicable to diverse ethnic and cultural groups, this study used a tripartite model for child and adolescent anxiety and depression in Korea, using confirmatory factor analysis with logically selected items from the Revised Children's Manifest Anxiety Scale (RCMAS), as well as the Children's Depression Inventory (CDI). The results indicated that the model fit of a three-factor model was superior to one- and two-factor models. In addition, the findings of discriminant analysis demonstrated that the correct classification rate with three factors of the tripartite model was superior to the classification rate achievable using CDI and RCMAS. In a departure from Clark and Watson's hypothesis, however, the correlations of three factors were significantly higher than had been expected. The results are discussed on the basis of cultural background

What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely – especially if both parents self-report RD

Psychosocial Interventions in the Treatment of Severe Adolescent Obesity: The SHINE Programme

Purpose: Psychosocial Interventions (PSI) are characterised by three phases: 1) an initial in-depth assessment, 2) an intensive multifaceted intervention to stem a condition, and 3) an extensive maintenance programme. PSIs are often used for treatment of mental health conditions, however applicability in the treatment of adolescent obesity is unknown. This paper sought to evaluate the service-level outcomes of a PSI for young people (aged 10-17) with severe obesity. Methods: A retrospective evaluation of participants attending the SHINE programme between 2011-2016 (n = 435; Age: 13.1±2.1 years, Male: 51%, White: 87.4%, BMI: 33.5±7.5 kg/m2, BMI SDS: 3.1±0.5 units). Anthropometric measurements (BMI and WC) were collected at baseline, 3-, 6-, 9-, and 12-months. Psychosocial measures (anxiety, depression, and self-esteem) were collected at baseline and 3 months. Participant retention was also assessed. Results: After 3 months, 95% of participants remained with a mean BMI SDS reduction of 0.19 units (95% CI: 0.17, 0.21). Anxiety, depression, and self-esteem improved by 50%, 54% and 38% respectively. BMI SDS reductions of 0.29, 0.35 and 0.41 were found at 6-, 9-, and 12- months. Fifty-four percent of participants chose to attend the final intervention phase. A higher baseline BMI SDS and a greater reduction in BMI SDS predicted final intervention phase attendance. Conclusion: The SHINE PSI demonstrated positive mean reductions in all measurements across all time points. In contrast to other community-based weight management services, these results suggest the utility of, and further exploration of, PSIs in the treatment of severe adolescent obesity

Reinterpreting the development of reading skills

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88027/1/RRQ.40.2.3.pd