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Direct linkDore, Rebecca A.; Smith, Eric D.; Lillard, Angeline S. – Grantee Submission, 2015
It is often claimed that theory of mind is facilitated by pretend play. This perspective piece challenges that view, proposing instead that theory of mind might be useful for driving social pretend play, rather than the reverse. There is a fundamental similarity between pretend play and theory of mind. Pretend play involves projecting a different…
Descriptors: Theory of Mind, Play, Young Children, Theories
Rebecca A. Dore; Eric D. Smith; Angeline S. Lillard – Grantee Submission, 2015
It is often claimed that theory of mind is facilitated by pretend play. This perspective piece challenges that view, proposing instead that theory of mind might be useful for driving social pretend play, rather than the reverse. There is a fundamental similarity between pretend play and theory of mind. Pretend play involves projecting a different…
Descriptors: Theory of Mind, Play, Young Children, Theories
Gwendolyn M. Lawson; David S. Mandell; Liza Tomczuk; Jessica Fishman; Steven C. Marcus; Melanie Pellecchia – Grantee Submission, 2022
Purpose: Parent coaching is a complex, psychosocial intervention with multiple core components. Clinicians' use of these core components may be influenced by distinct factors; no research has examined whether clinician perceptions of parent coaching vary across core coaching components. This study aimed to examine the extent to which clinicians…
Descriptors: Parent Education, Coaching (Performance), Parents, Early Intervention
Kim, Young-Suk Grace – Grantee Submission, 2020
Theory of mind has received intensive attention in research as an important skill to develop. Furthermore, recent evidence indicates its role in discourse comprehension. In the current study, we examined the mediating role of theory of mind in the relations of foundational language and cognitive skills (working memory, attentional control,…
Descriptors: Theory of Mind, Thinking Skills, Short Term Memory, Attention Control
Wackerle-Hollman, Alisha K.; Schmitt, Braden A.; Bradfield, Tracy A.; Rodriguez, Michael C.; McConnell, Scott R. – Grantee Submission, 2015
Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas,phonological awareness, shows particular importance because of its strong link to later reading success.…
Descriptors: Phonological Awareness, Individual Development, Response to Intervention, Early Experience
Kim, Young-Suk Grace – Grantee Submission, 2015
The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…
Descriptors: Foreign Countries, Reading Fluency, Reading Comprehension, Predictor Variables
