Standardized Assessments of the Early Academic Skills of Young Children

2012 ◽  
pp. 177-196
Keyword(s):  
Young Children ◽  
Academic Skills ◽  
Standardized Assessments

Encouragement of Academic Skills in Young Children Questionnaire

2016 ◽  
Author(s):  
Carol S. Huntsinger ◽  
Paul E. Joseb ◽  
Zupei Luo
Keyword(s):  
Young Children ◽  
Academic Skills

scholarly journals Encouragement of Academic Skills in Young Children: Measuring and Investigating Parents' Efforts to Educate their Young Children

2021 ◽  
Author(s):  
◽  
Kylie J. Hardgrave
Keyword(s):  
Parent Involvement ◽  
Young Children ◽  
Parental Involvement ◽  
Learning Outcomes ◽  
Academic Skills ◽  
Home Education ◽  
The Us ◽  
Reliable Instrument ◽  
Fast Development ◽  
School Preparation

<p>The Encouragement of Academic Skills in Young Children (EASYC) is a new measure, used to investigate the benefits of parents using in-home educational activities with their young children. The overall goals of this study were to 1) validate the EASYC as a reliable instrument for measuring parents’ at-home education practices, and 2) demonstrate the importance of providing a stimulating home educational environment for young children. In general, the EASYC was demonstrated as applicable to 4 year old children and the US sample, with future development possible for other populations. Key findings illustrated 1) the fast development of children’s learning, 2) the co-dependence of literacy and numeracy in young children, 3) that formal activities are more influential than informal activities, 4) that parental involvement is maintained across time, and 5) that culture influences how parents teach their children. The EASYC was established as a measure of parent involvement in pre-school education with a scope not previously achieved and the potential to benefit learning outcomes and school preparation in pre-school children.</p>

scholarly journals Influences on Maternal Responsivity in Mothers of Children With Fragile X Syndrome

2013 ◽  
Vol 118 (4) ◽  
pp. 310-326 ◽  
Author(s):  
Audra M. Sterling ◽  
Steven F. Warren ◽  
Nancy Brady ◽  
Kandace Fleming
Keyword(s):  
Young Children ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Language Ability ◽  
Standardized Assessments ◽  
Developmental Level ◽  
General Measure ◽  
Maternal Responsivity ◽  
Video Observations ◽  
And Behavior

Abstract This study investigated the influence of maternal and child variables on the maternal responsivity of 55 mothers with young children with fragile X syndrome. Data included video observations of mother-child interactions in four different contexts, standardized assessments with the children, and standardized questionnaires for the mothers. The video observations were coded for child communication acts; maternal responsivity was coded at two levels: a more general measure and a behavior-by-behavior measure. Results indicated that child developmental level and language ability strongly influenced behavior-by-behavior responsivity, while maternal IQ was the strongest predictor of both general and behavior-by-behavior responsivity, after controlling for child developmental level.

scholarly journals Encouragement of Academic Skills in Young Children: Measuring and Investigating Parents' Efforts to Educate their Young Children

2021 ◽  
Author(s):  
◽  
Kylie J. Hardgrave
Keyword(s):  
Parent Involvement ◽  
Young Children ◽  
Parental Involvement ◽  
Learning Outcomes ◽  
Academic Skills ◽  
Home Education ◽  
The Us ◽  
Reliable Instrument ◽  
Fast Development ◽  
School Preparation

<p>The Encouragement of Academic Skills in Young Children (EASYC) is a new measure, used to investigate the benefits of parents using in-home educational activities with their young children. The overall goals of this study were to 1) validate the EASYC as a reliable instrument for measuring parents’ at-home education practices, and 2) demonstrate the importance of providing a stimulating home educational environment for young children. In general, the EASYC was demonstrated as applicable to 4 year old children and the US sample, with future development possible for other populations. Key findings illustrated 1) the fast development of children’s learning, 2) the co-dependence of literacy and numeracy in young children, 3) that formal activities are more influential than informal activities, 4) that parental involvement is maintained across time, and 5) that culture influences how parents teach their children. The EASYC was established as a measure of parent involvement in pre-school education with a scope not previously achieved and the potential to benefit learning outcomes and school preparation in pre-school children.</p>

Teacher-Facilitated Microcomputer Activities: Enhancing Social Play and Affect in Young Children with Disabilities

1996 ◽  
Vol 13 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Judy Howard ◽  
Elysabethe Greyrose ◽  
Kit Kehr ◽  
Michael Espinosa ◽  
Leila Beckwith
Keyword(s):  
Young Children ◽  
Everyday Life ◽  
Children With Disabilities ◽  
Social Play ◽  
Academic Skills ◽  
Classroom Setting ◽  
The Social ◽  
Young Children With Disabilities ◽  
Play Behaviors ◽  
Computer Based

When young children with disabilities are unable to participate in learning experiences with their peers, they often lose critical opportunities to develop and practice many of the social and academic skills they will need in order to succeed in school and everyday life. This study evaluated the extent to which computer-based activities, facilitated by a teacher within a classroom setting, can enable young children with disabilities to share in these important experiences. Changes in the social play behaviors, social pretend behaviors, communication, and affect exhibited by young children with disabilities were examined in both computer and non-computer play activities. Results indicated that computer-based activities represented a context in which toddlers and preschool-aged children with disabilities exhibited more sophisticated levels of play behaviors and more positive, interactive social behaviors.

scholarly journals Πιλοτική διερεύνηση των ψυχομετρικών χαρακτηριστικών μιας κλίμακας για την εκτίμηση γλωσσικών και γνωστικών λειτουργιών από γονείς παιδιών προσχολικής ηλικίας

2015 ◽  
Vol 3 (2) ◽  
pp. 136
Author(s):  
Ioanna Vatsina ◽  
Angeliki Mouzaki
Keyword(s):  
Young Children ◽  
Language Learning ◽  
Cognitive Skills ◽  
Word Reading ◽  
Self Regulation ◽  
Cost Effective ◽  
Academic Skills ◽  
Kindergarten Children ◽  
Invented Spelling ◽  
Early Screening

This pilot study examined the psychometric characteristics of a scale to be used by parents of young children for rating cognitive skills and literacy development. The scale was roughly based on the parent form of “Ratings of Everyday Academic &amp; Cognitive Skills” (REACS) (Lamb, 2008) in an effort to develop a cost-effective tool that could potentially increase the predictive validity of early screening assessments. The original scale had been developed to contain three indexes (academic skills, cognitive skills, self-regulation) related to school functioning subscales (Math, Reading, Writing, Language, Learning, Memory, Problem Solving, Attention, Hyperactivity Control, Impulse Control, and Organization). Raters respond to each item on a 6-point scale: 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Usually, and 5 = Always and 6= Unknown. For this study we collected 243 forms from parents while individualized testing was conducted with 22 Kindergarten children. A subsample of parents (N=44) completed the scale a second time to investigate reliability of their ratings. Test-retest reliability of the raters' estimations and the internal consistency of the scale were examined, while the validity of the Greek scale was established by inspecting the factor structure through exploratory factor analyses. Associations with child achievement measures (letter names and sounds, phonological awareness, vocabulary, invented spelling, word reading, etc.) were also examined. Study's initial findings regarding the psychometric properties of the scale support our claim that it should be used by parents of young children for rating child's cognitive, language and academic skills. They are also discussed within the context of early identification of at-risk children within the school for providing early intervention programs.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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