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Long-Term and Domain-Specific Relations between the Early Years Home Learning Environment and Students' Academic Outcomes in Secondary School
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Lehrl, Simone; Ebert, Susanne; Blaurock, Sabine; Rossbach, Hans-Günther; Weinert, Sabine – School Effectiveness and School Improvement, 2020
The present study examines the longitudinal and differential impact of different dimensions of the early years home learning environment (HLE) on children's reading and mathematical competencies in secondary school, while taking early developmental outcomes and HLE during secondary school into account. During the preschool years, 554…
Descriptors: Outcomes of Education, Correlation, Numeracy, Secondary School Students
Internal and External Influences on Vocabulary Development in Preschool Children
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Ebert, Susanne; Lockl, Kathrin; Weinert, Sabine; Anders, Yvonne; Kluczniok, Katharina; Rossbach, Hans-Gunther – School Effectiveness and School Improvement, 2013
Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning…
Descriptors: Vocabulary Development, Language Acquisition, Preschool Children, Short Term Memory
Home and Preschool Learning Environments and Their Relations to the Development of Early Numeracy Skills
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Anders, Yvonne; Rossbach, Hans-Gunther; Weinert, Sabine; Ebert, Susanne; Kuger, Susanne; Lehrl, Simone; von Maurice, Jutta – Early Childhood Research Quarterly, 2012
This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third…
Descriptors: Socioeconomic Status, Family Characteristics, Numeracy, Preschool Children
Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany
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Anders, Yvonne; Grosse, Christiane; Rossbach, Hans-Gunther; Ebert, Susanne; Weinert, Sabine – School Effectiveness and School Improvement, 2013
Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while…
Descriptors: Parent Child Relationship, Elementary Schools, Preschool Education, Numeracy
Long-Term Relations between Children's Language, the Home Literacy Environment, and Socioemotional Development from Ages 3 to 8
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Rose, Elisabeth; Lehrl, Simone; Ebert, Susanne; Weinert, Sabine – Early Education and Development, 2018
Research Findings: This study investigated the long-term interrelations among children's language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and…
Descriptors: Child Language, Family Literacy, Family Environment, Aggression