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Showing 1 to 15 of 283 results Save | Export
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Kenza Latrèche; Michel Godel; Martina Franchini; Fiona Journal; Nada Kojovic; Marie Schaer – Autism: The International Journal of Research and Practice, 2024
Both expressive and receptive language difficulties in autism emerge early and significantly have an impact on social functioning and quality of life. Despite their wide heterogeneity, autistic language abilities can be stratified into three distinct profiles. Language unimpaired exhibit near-typical verbal performance, language impaired show…
Descriptors: Foreign Countries, Autism Spectrum Disorders, Preschool Children, Longitudinal Studies
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Vilà-Giménez, Ingrid; Dowling, Natalie; Demir-Lira, Ö. Ece; Prieto, Pilar; Goldin-Meadow, Susan – Child Development, 2021
A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent-child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential…
Descriptors: Nonverbal Communication, Verbal Ability, Parent Child Relationship, Interaction
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Sara Mascheretti; Chiara Luoni; Sandro Franceschini; Elena Capelli; Laura Farinotti; Renato Borgatti; Serena Lecce; Cristiano Termine – Infant and Child Development, 2024
Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5-year longitudinal study, we investigated the development of reading skills in 327 Italian-speaking children (male: n = 180, 55%) from Grade 1 (mean age = 6.16 ±…
Descriptors: Foreign Countries, Reading Skills, Skill Development, Longitudinal Studies
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Guang Guo; Meng-Jung Lin; Kathleen Mullan Harris – npj Science of Learning, 2022
This research examines how the human genome and SES jointly and interactively shape verbal ability among youth in the U.S. The youth are aged 12-18 when the study starts. The research draws on findings from the latest GWAS as well as a rich set of longitudinal SES measures at individual, family and neighborhood levels from Add Health (N = 7194).…
Descriptors: Longitudinal Studies, Adolescents, Early Adolescents, Late Adolescents
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Austerberry, Chloe; Fearon, Pasco; Ronald, Angelica; Leve, Leslie D.; Ganiban, Jody M.; Natsuaki, Misaki N.; Shaw, Daniel S.; Neiderhiser, Jenae M.; Reiss, David – Child Development, 2022
Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based…
Descriptors: Child Development, Intelligence, Genetics, Executive Function
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Marsh, Herbert W.; Pekrun, Reinhard; Lüdtke, Oliver – Educational Psychology Review, 2022
Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust…
Descriptors: Self Concept, Grades (Scholastic), Gender Differences, Mathematics Achievement
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Dowling, N. Maritza; Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2019
Longitudinal studies have steadily grown in popularity across the educational and behavioral sciences, particularly with the increased availability of technological devices that allow the easy collection of repeated measures on multiple dimensions of substantive relevance. This article discusses a procedure that can be used to evaluate population…
Descriptors: Longitudinal Studies, Older Adults, Cognitive Processes, Dementia
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Osterhaus, Christopher; Kristen-Antonow, Susanne; Kloo, Daniela; Sodian, Beate – International Journal of Behavioral Development, 2022
First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study (N = 155;…
Descriptors: Theory of Mind, Preschool Children, Longitudinal Studies, Task Analysis
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Xi, Yueming; Geva, Esther – Developmental Psychology, 2023
Current models of the affinity between syntax and vocabulary are complex and recognize the contribution of bootstrapping and computational processes. To date, the mutual facilitation between these two constructs over time has not been studied in second language (L2) school children. The present study investigated longitudinally the direction and…
Descriptors: Longitudinal Studies, Elementary School Students, Vocabulary Development, Syntax
Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E. – Journal of Learning Disabilities, 2022
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated…
Descriptors: Bilingualism, Reading Comprehension, Reading Difficulties, Comparative Analysis
Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E. – Grantee Submission, 2022
This study centered on Dual Language Learners (DLLs) with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2-4, including both DLLs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that…
Descriptors: Bilingualism, Reading Comprehension, Reading Difficulties, Comparative Analysis
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Stumm, Sophie; Rimfeld, Kaili; Dale, Philip S.; Plomin, Robert – Child Development, 2020
We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with…
Descriptors: Preschool Children, Socioeconomic Status, Verbal Ability, Academic Achievement
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Hammersley, Megan L.; Buchanan, Limin; Xu, Huilan; Wen, Li Ming – Health Education & Behavior, 2022
Dietary intake can affect the physical, cognitive, and socioemotional development of young children. Few studies have explored the relationships between dietary intake and the cognitive and socioemotional dimensions of school readiness. This study aimed to investigate the longitudinal associations between children's dietary intake in early…
Descriptors: School Readiness, Eating Habits, Social Emotional Learning, Foreign Countries
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Jansen, Malte; Lüdtke, Oliver; Robitzsch, Alexander – Journal of Educational Psychology, 2020
Academic self-concept (ASC) is characterized by the dual nature of stability and change. That is, students strive for consistency in their self-concept but also receive achievement feedback that leads to changes in ASC. Only a few previous studies have scrutinized the stability of ASC. The STARTS model (Stable, AutoRegressive Trait, and State)…
Descriptors: Self Concept, Academic Ability, Reliability, Change
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Gedal Douglass, Amy; Roche, Kathleen M.; Lavin, Kelly; Ghazarian, Sharon R.; Perry, Deborah F. – Early Child Development and Care, 2021
The mechanisms by which high quality, two-generation early childhood services promote healthy child development remain unclear. This research examined how participation in Early Head Start (EHS), a U.S. two-generation programme for children under 3, was associated with healthy child development to age 5 through parenting processes. Using four time…
Descriptors: Longitudinal Studies, Disadvantaged Youth, Preschool Education, Kindergarten
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