Sentences with phrase «better language outcomes»

Better language outcomes lead to better communication, which improves behavioral adaptability.

Additionally, we hypothesize that children whose caregivers learn how to engage them in high - quality interactions will have better language outcomes relative to their peers in the control group, measured by standardized assessments, parent - report vocabulary checklist and language - sampling analysis.

«This is important because timely identification of hearing loss can enable earlier intervention, which is linked to better language outcomes for children.»

Not exact matches

Personally, I find it rather ironic that you're lecturing the blog author on the rigor of language, when, faced with the need to support the claims made by a documentary that has faced absolutely no real standards of intellectual rigor or merit (the kind of evidence you apparently find convincing), you have so far managed to produce a study with a sample size too small to conclude anything, a review paper that basically summarized well known connections between vaginal and amniotic flora and poor outcomes in labor and birth before attempting to rescue what would have been just another OB review article with a few attention grabbing sentences about long term health implications, and a review article published in a trash journal.

Participating children had higher rates of high - school completion, lower rates of grade retention and special education placement, and a lower rate of juvenile arrests.32 Another example showing more intensive programming has larger impacts is the Healthy Steps evaluation showing significantly better child language outcomes when the program was initiated prenatally through 24 months.33 These studies suggest that a more intensive intervention involving the child directly may be required for larger effects to be seen.

Initially, she didn't speak any English, and she found a home in La Leche League of Fort Collins, Colorado, where she signed up to become an LLL Leader without realizing it (language barriers» best outcome ever!).

They found that the toddlers who had stronger language outcomes differed in two ways from their peers: their parents had repeated words more often, and they were more tuned in to the language as infants, and thus better able to process what was being said.

«We wanted to see whether already early childhood differences in language outcomes, such as age of speaking words, are predictive of drinking behaviors, and if so, whether better verbal development predicts less or more drinking,» he said.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.

Currently, the survey offering the best combination of language program exposure and long - term outcomes is High School and Beyond, a longitudinal study sponsored by the National Center for Educational Statistics.

This means, when things such as poverty, race, and English language learners are taken into account and properly controlled for, we are finding that student outcomes on test scores are simply better in the private and charter sector as opposed to traditional public schools.

The research reviewed for this study suggests that ELs who receive some kind of language support or specialized instruction show better outcomes on various academic measures than those who receive no special support.

Though her study did not examine the reasons for the better long - term outcomes for students in bilingual programs, Umansky said other research suggests that students acquire transferable language skills and a better understanding of subjects like math and history by studying in their native language first.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

While poverty and language barriers continue to be the greatest factors influencing educational outcomes, the education reformers from the Governor's Office and the Commissioner's Office, on down, continue to tell us that if we just close schools, dump the administrators and teachers and open them back up under new names and new management, all will be well.

As Norwalk contemplates who would best serve as their school superintendent, they should be especially cognizant of the policy issues surrounding how to improve educational outcomes for those students who enter the school system without the English language skills necessary to succeed.

Best Practices for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in PK - Grade 3 highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children's home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner childBest Practices for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in PK - Grade 3 highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children's home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner cOutcomes for Dual Language Learners in PK - Grade 3 highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children's home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner childbest practices for teachers and administrators to support development of English and children's home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner coutcomes of dual language learner children.

Resources for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in Pre-K through Third Grade identifies selected resources on best practices and policy to support effective teaching and learning for dual language learners (DLL) in early childhood programs and early elementary school.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

This Kellogg Foundation - funded work aims to improve outcomes for 1,797 pre-school through 3rd grade students, increasing family engagement, while strengthening their attendance, cognitive and language development, and pre-literacy skills, as well as improving teacher job satisfaction.

When schools are intentional and proactive in using culturally - competent strategies to provide information and support to families who are from diverse cultures or speak another language, they pave the way for meaningful family engagement, and better outcomes for students.

The APDT believes that it is unreasonable to expect law enforcement officers to have a thorough understanding of dog behavior and / or ability to read dog body language and make split - second decisions while under stress and duress, that will necessarily result in the best possible outcomes for the dog or dogs in question.

This language can often be useful to a new researcher to provide better ways of explaining your level of confidence in a particular outcome.

Echo the language of the job ad as closely as possible for the best outcome.

Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate early child development (including physical, social and emotional, language and cognitive domains) has consistently been shown to be associated with good health and educational outcomes in childhood and consequent health and employment outcomes in adulthood.2 — 4 Adopting a life course approach, including early intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6

In 2002 SWALSC proposed to the traditional owners that these separate claims be amalgamated into a single native title claim, known as the Single Noongar Claim (SNC), to reflect the common culture and language family shared by all Noongars and restore the community unity that the native title process had undermined, as well as to negotiate better outcomes from the native title process with limited NTRB funding.

Outcome measures Level of developmental vulnerability in Australian children for five developmental domains: physical well - being, social competence, emotional maturity, language and cognitive skills and communication skills and general knowledge.

A very important longitudinal study of the Utopia community demonstrates how living off the land, being secure in culture, language and law practices, has produced better mental and physical health outcomes than those experienced in regional or metropolitan areas.

It was hypothesized in terms of discriminant validity that worse outcomes would be found in boys, younger students, those who did not comprehend the spoken language well, students whose mothers had lower educational level, those in need of special education support, and those repeating the same class.

These toxic stress - induced changes in brain structure and function mediate, at least in part, the well - described relationship between adversity and altered life - course trajectories (see Fig 1).4, 6 A hyper - responsive or chronically activated stress response contributes to the inflammation and changes in immune function that are seen in those chronic, noncommunicable diseases often associated with childhood adversity, like chronic obstructive pulmonary disease (COPD), cirrhosis, type II diabetes, depression, and cardiovascular disease.4, 6 Impairments in critical SE, language, and cognitive skills contribute to the fractured social networks often associated with childhood adversity, like school failure, poverty, divorce, homelessness, violence, and limited access to healthcare.4, 19,58 — 60 Finally, behavioral allostasis, or the adoption of potentially maladaptive behaviors to deal or cope with chronic stress, begins to explain the association between childhood adversity and unhealthy lifestyles, like alcohol, tobacco, and substance abuse, promiscuity, gambling, and obesity.4, 6,61 Taken together, these 3 general classes of altered developmental outcomes (unhealthy lifestyles, fractured social networks, and changes in immune function) contribute to the development of noncommunicable diseases and encompass many of the morbidities associated epidemiologically with childhood adversity.4, 6

Minority groups who speak their languages and practice their culture, enjoy better social, emotional and health outcomes than groups who do not

Compared to control groups, babies of parents enrolled prenatally in home visiting programs had better birth outcomes, and the programs were found to have a positive impact on breastfeeding and immunization rates., In other randomized trials, participating children were found to have a reduction in language delays at 21 months, reductions in mental health problems, fewer behavior problems, and increased mental development.

Ideal for in - service professional development and college or university courses, this invaluable DVD will help early childhood educators understand the complex process of second language development and ensure better social and academic outcomes for English language learners.

In the area of child cognitive and language development, the meta - analysis study found that program characteristics most strongly associated with better outcomes were teaching parents what to expect about their child's development; responsiveness, sensitivity to cues, or nurturing; promotion of child's socio - emotional development; promotion of child's cognitive development; as well as opportunities to role play and practice skills.

Gain strategies to support development and learning, and promote positive outcomes, as well as explore ways to use the Daily Resources to support cognitive, social — emotional, language and physical development for all students.

Implementing the PRIDE Model of Practice provides your agency with the opportunity to ensure that your staff and resource families commit to your agency's vision, mission, and values; have complementary competency - based roles; use strengths - based language; implement culturally responsive best practices; and work to achieve outcomes that support safety, well - being, and permanency for the children in your care.