scholarly journals Identifying Direct and Indirect Influences on Vocabulary Development of Children from Low-Income Families from Infancy to Grade 5

2021 ◽  
Author(s):  
Teresa Ober ◽  
Patricia J. Brooks
Keyword(s):  
Cognitive Ability ◽  
Joint Attention ◽  
Low Income ◽  
Vocabulary Development ◽  
Free Play ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Grade 5 ◽  
Low Income Families

We used structural equation models to explore how a constellation of factors affected vocabulary development trajectories of infants (N = 556; 49.6% male) from low-income families who comprised the control group of the Early Head Start Research Evaluation project. Predictors assessed at age 14 months accounted for 23.5%, 25.8%, and 30.6% of variance in receptive vocabulary (Peabody Picture Vocabulary Test) at 36 months, Pre-K, and Grade 5, respectively. Joint attention, assessed during free play (3-bags task), and infant cognitive ability (Bayley Mental Development Index) had stable direct associations with vocabulary knowledge. Negative mother-infant interaction co-varied with joint attention but had no direct effect on vocabulary knowledge at any age. Gestational age was indirectly associated with vocabulary knowledge via infant cognitive ability. Home environment, maternal education, maternal distress, and child gender had variable direct and/or indirect effects. Latent factors and models were partially invariant for subgroups of children of Black/African American and White/European American mothers. The findings indicate long-term impact of joint attention and related factors on vocabulary growth at least through Grade 5, highlighting the importance of designing interventions to support mothers and infants living in poverty.

A Randomized Controlled Trial of Prenatal Pediatric Visits for Urban, Low-income Families

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1069-1075
Author(s):  
Janet R. Serwint ◽  
Modena E. H. Wilson ◽  
Judith W. Vogelhut ◽  
John T. Repke ◽  
Henry M. Seidel
Keyword(s):  
Health Care ◽  
Low Income ◽  
Controlled Trial ◽  
Intervention Group ◽  
Care Utilization ◽  
Control Group ◽  
Health Maintenance ◽  
Car Safety ◽  
Low Income Families ◽  
Safety Seat

Background. Prenatal pediatric visits have been recommended by the American Academy of Pediatrics to allow the pediatrician to counsel parents on infant care issues, establish a supportive relationship, and provide pediatric practice information to parents. We hypothesized that prenatal pediatric visits would have an impact on breastfeeding decisions, health care behaviors, health care utilization, and the doctor-patient relationship. Methods. We conducted a randomized controlled trial of prenatal pediatric visits for urban, low-income families to measure the impact on breastfeeding decisions, infant car safety seat use, circumcision, health maintenance, and emergency room visits and the pediatrician's perception that he/she would know the mother better. Pregnant women were recruited prenatally from the obstetrics clinic. Outcomes were measured by maternal interview prenatally and when the infant was 2 months old, in addition to review of the nursery record. Physicians were interviewed after the 2-month visit. Health care utilization was measured by chart review at 7 months. Results. A total of 156 pregnant women were enrolled and randomized, 81 to the intervention group and 75 to the control group. Of mothers who breastfed, 45% in the intervention group changed their mind in favor of breastfeeding after enrollment compared with 14% in the control group. Mothers in the intervention group compared with the control group were more likely to make fewer emergency room visits, 0.58 compared with 1.0. Pediatricians were more likely to think that they knew mothers in the intervention group well, 54% versus 29% in the control group, yet 67% of mothers in both groups agreed their pediatrician knew them well. There were no differences between groups in initiation or duration of breastfeeding at 30 or 60 days, infant car safety seat use, circumcision, or health maintenance visits. Conclusions. Prenatal pediatric visits have potential impact on a variety of health care outcomes. Among urban, low-income mothers, we found beneficial effects on breastfeeding decisions, a decrease in emergency department visits, and an initial impact on the doctor-patient relationship. We suggest urban practices actively promote prenatal pediatric visits.

Where and when is support for vocabulary development occurring in preschool classrooms?

2018 ◽  
Vol 20 (2) ◽  
pp. 252-295 ◽  
Author(s):  
Julie Dwyer ◽  
Allen G Harbaugh
Keyword(s):  
Low Income ◽  
Preschool Teachers ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Free Play ◽  
Science Content ◽  
Activity Settings ◽  
Informal Activity ◽  
Low Income Children

This study investigates how eight public, centre-based preschool teachers working with low-income children are using different activity settings and content foci to support one aspect of academic language: vocabulary development. Findings indicate that, on average, when teachers engaged children in teacher-led, whole group activities, read-alouds, morning meetings and interactions that focused on science content, they provided a relatively dense vocabulary learning experience. However, there were stark differences between teachers in the amount of support they were providing in these activity settings and content foci – some teachers were frequently supporting vocabulary learning, whereas others were providing almost no support. In contrast, during informal activity settings, such as free play, transitions and mealtimes, there was very little variability across teachers – all teachers were providing very little support for vocabulary learning during these activity settings, despite the fact that these activities comprised more than half of observational time. Findings suggest that while some preschool teachers were using certain activity settings and content foci to support vocabulary learning, all teachers in this sample were missing many opportunities to provide support for vocabulary development. Recommendations for early childhood educators and professional development providers are discussed.

Vocabulary growth in second language among immigrant school-aged children in Greece

2012 ◽  
Vol 35 (3) ◽  
pp. 621-647 ◽  
Author(s):  
PANAGIOTIS G. SIMOS ◽  
GEORGIOS D. SIDERIDIS ◽  
ANGELIKI MOUZAKI ◽  
ASPASIA CHATZIDAKI ◽  
MARIA TZEVELEKOU
Keyword(s):  
Second Language ◽  
Cognitive Ability ◽  
Ethnic Group ◽  
Hierarchical Linear Modeling ◽  
Parental Education ◽  
Block Design ◽  
Individual Variability ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Growth

ABSTRACTThe goal of the study was to assess differences between native Greek and bilingual, immigrant children of Albanian descent learning Greek as a second language on a receptive vocabulary measure. Vocabulary measures were obtained at five time points, 6 months apart, from 580 children attending Grades 2–4. Individual variability on both initial performance (intercept) and growth rate (slope) was assessed using hierarchical linear modeling, which included linguistic/ethnic group, parental education (as a socioeconomic status [SES] indicator), gender, and a measure of nonverbal cognitive ability as time-invariant predictors of vocabulary growth. Results indicated that linguistic/ethnic group, parental education, and baseline nonverbal cognitive ability were significant predictors of initial vocabulary scores, whereas only linguistic/ethnic group and nonverbal ability accounted for significant variability in vocabulary growth rates. Additional analyses confirmed that linguistic/ethnic group remained a significant predictor of receptive vocabulary knowledge at both the intercept and the slope levels even after controlling for the initial differences between groups on parental education and block design subtest scores.

scholarly journals The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren

2018 ◽  
Vol 7 (4) ◽  
pp. 121
Author(s):  
Ahmed Masrai
Keyword(s):  
First Language ◽  
Vocabulary Development ◽  
Preschool Education ◽  
Study Data ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
The Impact ◽  
Early Childhood Settings

Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.

Phonological memory training and its effect on second language vocabulary development

2020 ◽  
pp. 026765831989851
Author(s):  
Alexandra Karousou ◽  
Theodora Nerantzaki
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
English Language ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Phonological Memory ◽  
Double Blind ◽  
L2 Vocabulary ◽  
Experimental Group

Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of fostering vocabulary development in beginner-level young learners of English as a second/foreign language (L2). A double-blind pretest–posttest quasi-experimental design was adopted, with an experimental group ( n = 50) and a matched active control group ( n = 47). All participants were initially assessed with an English-sounding nonword repetition test and an English language vocabulary test (receptive and productive). In addition, the experimental group students participated in the PM training (33 sessions of 15-minutes length within 12 weeks), while the control students participated in non-phonological-memory related English language activities. After the conclusion of the intervention, PM and L2 vocabulary were reassessed in both groups. Results confirm previous findings on the significant relationship between PM and L2 vocabulary size and provide evidence for PM trainability, as well as on resultant L2 productive vocabulary gains. No effect of PM training was detected on receptive vocabulary development. Results are discussed with regard to their theoretical implications, and to possible applications of PM training as a method for supporting vocabulary development in the L2 classroom.

scholarly journals Communicative intent in late-talking toddlers

1998 ◽  
Vol 19 (3) ◽  
pp. 393-414 ◽  
Author(s):  
Leslie Rescorla ◽  
Lisa Merrin
Keyword(s):  
Regression Analysis ◽  
Cognitive Ability ◽  
Joint Attention ◽  
Expressive Language ◽  
Free Play ◽  
Language Delay ◽  
Communicative Intent ◽  
Late Talkers ◽  
Language Outcome ◽  
Expressive Language Delay

ABSTRACTThis research investigated communicative intent in 31 toddlers who were slow to talk and 32 normally developing toddlers matched on SES, age, and nonverbal cognitive ability. Communicative intent was studied during free play, both with the mother and with an unfamiliar examiner. Late talkers had lower rates of communication, initiation, and joint attention, but when total communicativeness was controlled for, they were just as likely to initiate, respond, and maintain joint attention as were their peers. As expected, the late talkers relied more on nonword vocalization, gestures, and gesture/oral combinations than their normally developing peers. Children in both groups initiated much more with the examiner (who was instructed to be passive) than with their mothers. Finally, regression analysis suggested that intake expressive language delay severity was the best predictor of age 3 MLU and IPSyn language outcome in the late talkers. However, after expressive delay severity was accounted for, late talkers who were more interested in initiating communication and sustaining joint attention had worse outcomes than late talkers whose communicative drive was weaker, suggesting that they had a more severe underlying language dysfunction.

scholarly journals A randomised safety promotion intervention trial among low-income families with toddlers

2017 ◽  
Vol 24 (1) ◽  
pp. 41-47 ◽  
Author(s):  
Yan Wang ◽  
Andrea C Gielen ◽  
Laurence S Magder ◽  
Erin R Hager ◽  
Maureen M Black
Keyword(s):  
Low Income ◽  
Intervention Group ◽  
Attention Control ◽  
Control Group ◽  
Home Safety ◽  
Safety Promotion ◽  
Low Income Families ◽  
Attention Control Group ◽  
Over Time

BackgroundToddler-aged children are vulnerable to unintentional injuries, especially those in low-income families.ObjectiveTo examine the effectiveness of an intervention grounded in social cognitive theory (SCT) on the reduction of home safety problems among low-income families with toddlers.Methods277 low-income mother–toddler dyads were randomised into a safety promotion intervention (n=91) or an attention-control group (n=186). Mothers in the safety promotion intervention group received an eight-session, group-delivered safety intervention targeting fire prevention, fall prevention, poison control and car seat use, through health education, goal-setting and social support. Data collectors observed participants' homes and completed a nine-item checklist of home safety problems at study enrolment (baseline), 6 and 12 months after baseline. A total score was summed, with high scores indicating more problems. Linear mixed models compared the changes over time in home safety problems between intervention and control groups.ResultsThe intent-to-treat analysis indicated that the safety promotion intervention group significantly reduced safety problems to a greater degree than the attention-control group at the 12-month follow-up (between-group difference in change over time β=−0.54, 95% CI −0.05 to −1.03, p=0.035), with no significant differences at the 6-month follow-up.ConclusionsA safety promotion intervention built on principles of SCT has the potential to promote toddlers' home safety environment. Future studies should examine additional strategies to determine whether better penetration/compliance can produce more clinically important improvement in home safety practices.Trial registration numberNCT02615158; post-results.

scholarly journals Effectiveness of a combined obesity prevention program in South Korea for children from low-income families that included primary caregiver participation

2021 ◽  
Vol 27 (3) ◽  
pp. 211-224
Author(s):  
Namhee Park ◽  
Mihae Im
Keyword(s):  
Obesity Prevention ◽  
Low Income ◽  
Prevention Program ◽  
Intervention Program ◽  
Intervention Group ◽  
Primary Caregivers ◽  
Primary Caregiver ◽  
Control Group ◽  
Low Income Families ◽  
Obesity Prevention Program

Purpose: Obesity among children from low-income families is becoming a social problem. The aim of this study was to evaluate the effectiveness of an obesity prevention program that included physical activity, nutrition education, behavioral modification, and primary caregiver participation components among children from low-income families.Methods: The study analyzed a nonequivalent control group using a pretest-posttest design. A total of 77 children were recruited from six community childcare centers using purposive sampling. For the intervention group (n=40), the pretest was administered before the combined intervention program involving the participants' primary caregivers was conducted for 8 weeks. The posttest was conducted immediately after the program and again four weeks after the program.Results: Flexibility (F=4.64, p=.020), muscular endurance (F=11.22, p<.001), nutritional knowledge scores (F=4.79, p=.010), body image satisfaction scores (F=4.74, p=.012), and self-esteem scores (F=3.81, p=.029) showed significant differences and interactions between group and time for the intervention and control groups.Conclusion: Strategies to actively engage the primary caregivers of low-income families in children's obesity programs are needed. Obesity prevention programs for children based on the program in this study should be routinely developed, and continuing attention should be given to children from low-income families.

The Use of a Nonrefundable Tax Credit to Increase Children’s Participation in Physical Activity in Alberta, Canada

2021 ◽  
pp. 1-7
Author(s):  
Jodie A. Stearns ◽  
Paul J. Veugelers ◽  
Tara-Leigh McHugh ◽  
Chris Sprysak ◽  
John C. Spence
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Odds Ratio ◽  
Data Sets ◽  
Tax Credit ◽  
Healthy Living ◽  
Cross Sectional ◽  
Income Disparities ◽  
Grade 5 ◽  
Low Income Families

Background: Potential income disparities were examined in the (1) awareness and uptake of the Children’s Fitness Tax Credit (CFTC), and (2) physical activity (PA) of children from families who did and did not claim the credit in Alberta, Canada in 2012 and 2014. Methods: Secondary analyses of 3 cross-sectional data sets of grade 5 students (10–11 y) were performed, including Alberta Project Promoting healthy Living for Everyone Schools 2012 (N = 1037), and Raising healthy Eating and Active Living Kids Alberta 2012 (N = 2676), and 2014 (N = 3125). Parents reported whether they claimed the CFTC in the previous year, their education and household income, and their child’s gender and PA. Children self-reported their PA from the previous 7 days. In Alberta Project Promoting healthy Living for Everyone Schools, children also wore pedometers. Analyses adjusted for clustering within schools and demographic factors. Results: Higher income families (≥$50,000/y) were more likely to be aware of and to have claimed the CFTC compared with low-income families (<$50,000/y). The CFTC was associated with organized PA with larger associations for higher-income families (odds ratio = 9.03–9.32, Ps < .001) compared with lower-income families (odds ratio = 3.27–4.05, Ps < .01). No associations existed for overall PA or pedometer steps with the CFTC. Conclusions: Income disparities exist in the awareness, uptake, and potential impact of the CFTC. Tax credits are not effective in promoting overall PA.

scholarly journals Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

2004 ◽  
Vol 31 (3) ◽  
pp. 587-608 ◽  
Author(s):  
BARBARA ALEXANDER PAN ◽  
MEREDITH L. ROWE ◽  
ELIZABETH SPIER ◽  
CATHERINE TAMIS-LEMONDA
Keyword(s):  
Rural Communities ◽  
Predictive Validity ◽  
Low Income ◽  
Short Form ◽  
Receptive Vocabulary ◽  
Parental Report ◽  
Communicative Development ◽  
Language Assessments ◽  
Low Income Families ◽  
Language Measures

This study examined parental report as a source of information about toddlers' productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory – Short Form (CDI) at child age 2;0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3;0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal age, education, and race/ethnicity were also considered. Results showed that for the sample as a whole, parental report was moderately associated with other language measures at age 2;0 and accounted for unique variance in PPVT at age 3;0, controlling for child language skills derived from a standard cognitive assessment. However, predictive validity differed by community, being stronger in the rural than in the urban community. Implications of significant differences in background characteristics of mothers in the two sites are discussed.

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