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Download full textIbanez, Natalia – Online Submission, 2013
In the fall and spring semesters, the Peabody Picture Vocabulary Test and the Test de Vocabulario en Imágenes was administered to a sample of pre-K students in Austin Independent School District. The following report provides Fall 2013 results for each vertical team of schools.
Descriptors: Intelligence Tests, Vocabulary, Verbal Ability, Test Results
Peer reviewed
Direct linkWalsh, Patrick – Education Finance and Policy, 2014
This paper quantifies the extent to which unified teacher pay scales and differential alternatives produce opportunity costs that are asymmetric in math and verbal skills. Data from the Baccalaureate and Beyond 1997 and 2003 follow-ups are used to estimate a fully parametric, selection-corrected wage equation for nonteachers, which is then used to…
Descriptors: Teacher Salaries, Salary Wage Differentials, Mathematics Skills, Verbal Ability
Poeste, Meike; Müller, Natascha; Arnaus Gil, Laia – International Journal of Multilingualism, 2019
Acquisitionists generally assume a relation between code-mixing in young bilingual and trilingual children and language dominance. In our cross-sectional study we investigated the possible relation between code-mixing and language dominance in 122 children raised in Spain or Germany. They were bilingual, trilingual or multilingual, the latter…
Descriptors: Code Switching (Language), Bilingualism, Multilingualism, Second Language Learning
Lee, Kyunghee; Rispoli, Kristin – Journal of Social Work Education, 2019
This study examined Head Start's impact on fathers' school-based involvement and associations with Black children's cognitive, behavioral, and social-emotional skills. With a sample of 1,354 Black children, fathers' involvement was measured as attendance at school meetings, teacher conferences, school events, and/or volunteering at school events.…
Descriptors: Fathers, Parent Participation, Parent Child Relationship, Preschool Children
Tamis-LeMonda, Catherine S.; Luo, Rufan; McFadden, Karen E.; Bandel, Eileen T.; Vallotton, Claire – Applied Developmental Science, 2019
We examined whether the early learning environment predicts children's 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children's pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic…
Descriptors: Family Environment, Grade 5, Elementary School Students, Preschool Children
Salomone, Erica; Beranová, Štepánka; Bonnet-Brilhault, Frédérique; Briciet Lauritsen, Marlene; Budisteanu, Magdalena; Buitelaar, Jan; Canal-Bedia, Ricardo; Felhosi, Gabriella; Fletcher-Watson, Sue; Freitag, Christine; Fuentes, Joaquin; Gallagher, Louise; Garcia Primo, Patricia; Gliga, Fotinica; Gomot, Marie; Green, Jonathan; Heimann, Mikael; Jónsdóttir, Sigridur Loa; Kaale, Anett; Kawa, Rafal; Kylliainen, Anneli; Lemcke, Sanne; Markovska-Simoska, Silvana; Marschik, Peter B; McConachie, Helen; Moilanen, Irma; Muratori, Filippo; Narzisi, Antonio; Noterdaeme, Michele; Oliveira, Guiomar; Oosterling, Iris; Pijl, Mirjam; Pop-Jordanova, Nada; Poustka, Luise; Roeyers, Herbert; Rogé, Bernadette; Sinzig, Judith; Vicente, Astrid; Warreyn, Petra; Charman, Tony – Autism: The International Journal of Research and Practice, 2016
Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable…
Descriptors: Foreign Countries, Early Intervention, Young Children, Autism
de Marchena, Ashley; Eigsti, Inge-Marie – Journal of Child Language, 2016
Deficits in pragmatic language are central to autism spectrum disorder (ASD). Here we investigate common ground, a pragmatic language skill in which speakers adjust the contents of their speech based on their interlocutor's perceived knowledge, in adolescents with ASD and typical development (TD), using an experimental narrative paradigm.…
Descriptors: Child Language, Adolescents, Autism, Pervasive Developmental Disorders
Strand, Paul S.; Downs, Andrew; Barbosa-Leiker, Celestina – Developmental Psychology, 2016
The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding…
Descriptors: Emotional Response, Nonverbal Communication, Preschool Children, Structural Equation Models
Bess, Fred H.; Gustafson, Samantha J.; Corbett, Blythe A.; Lambert, E. Warren; Camarata, Stephen M.; Hornsby, Benjamin W. Y. – Grantee Submission, 2016
Objectives: It has long been speculated that effortful listening places children with hearing loss at risk for fatigue. School-age children with hearing loss experiencing cumulative stress and listening fatigue on a daily basis might undergo dysregulation of hypothalamic-pituitary-adrenal (HPA) axis activity resulting in elevated or flattened…
Descriptors: Hearing Impairments, Children, Anxiety, Fatigue (Biology)
Sun, He; Steinkrauss, Rasmus; Wieling, Martijn; de Bot, Kees – International Journal of Bilingual Education and Bilingualism, 2018
This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…
Descriptors: Individual Differences, English (Second Language), Second Language Learning, Chinese
Nicoladis, Elena; Jiang, Zixia – Journal of Cognition and Development, 2018
The primary purpose of the present study was to test language and cognitive predictors of lexical selection in the storytelling of monolingual and bilingual children. Measures of language proficiency and cognitive ability were assessed with both English- and Mandarin-speaking monolinguals and Mandarin-English bilinguals aged 4 to 6 years old. To…
Descriptors: Monolingualism, Bilingualism, Cognitive Ability, Vocabulary Development
Bengochea, Alain; Sembiante, Sabrina F.; Gort, Mileidis – Journal of Early Childhood Literacy, 2018
In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in…
Descriptors: Bilingualism, Play, Second Language Learning, Code Switching (Language)
Dussling, Tess M. – Literacy Research and Instruction, 2018
While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. This study investigated the effects of a supplemental reading program that builds phoneme awareness skills and emphasizes explicit instruction in the alphabetic…
Descriptors: English Language Learners, Instructional Effectiveness, Supplementary Education, Reading Instruction
Swanson, H. Lee – Developmental Psychology, 2017
This study investigates whether age-related changes in the structure of 5 complex working memory (WM) tasks (a) reflect a general or domain specific system, (b) follows a similar trajectory across different age spans, and (c) contribute domain general or domain specific resources to achievement measures. The study parsed the sample (N = 2,471)…
Descriptors: Visual Perception, Spatial Ability, Verbal Ability, Short Term Memory
Rosa, Mireia; Puig, Olga; Lázaro, Luisa; Vallés, Virginia; Lera, Sara; Sánchez-Gistau, Vanesa; Calvo, Rosa – Journal of Autism and Developmental Disorders, 2017
Despite evidence supporting the presence of cognitive deficits in children and adolescents with high-functioning autism spectrum disorder (HF-ASD), the nature of these deficits and their clinical and adaptive correlates remain unclear. Moreover, there are few cognitive studies of ASD siblings as a high risk population. We compared 50 children and…
Descriptors: Correlation, Autism, Pervasive Developmental Disorders, Siblings
