Sentences with phrase «child language outcomes»

(This limitation does not apply to the CPS involvement and child language outcomes, which were based primarily on independent measures.)

And this particular type of talk with children in the toddler / preschool age range was more predictive of child language outcomes than the quantity of talk or other types of talk, and it wiped out the effect of quantity in the statistical models.

Recent studies have shown that fathers» language input and vocabulary spoken to infants and young children may also be a predictor of child language outcomes.27 — 29

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.

Not exact matches

And in some instances, it has been Scalia and Thomas who have done so more than those who may think of themselves less as originalists (in one recent case in particular Scalia and Thomas dissented from the majority which held that convicted child molesters could be indefinitely imprisoned despite having fully served their sentences based on subtle shifts of language and the over-application of prior case law — no one wants a child molester free and about, but such results focused outcomes are always dangerous).

The poems are relentless in documenting the outcome: Native children forcibly removed from their families to boarding schools, forbidden to speak their own language, subjected to a bureaucratic regime with a toxic mix of condescension and missionary zeal.

Fathers» involvement in parenting is associated with positive cognitive, developmental, and socio - behavioural child outcomes such as improved weight gain in preterm infants, improved breastfeeding rates, higher receptive language skills, and higher academic achievement [33].

They specifically measured the infants» ability to understand language at 7 months, and later the children's vocabulary outcomes at age 2.

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

Thus, although both groups may post lower rates of school readiness, Hispanic children from Spanish - speaking homes face the additional challenge of learning the language of the classroom, making them especially vulnerable to poor academic outcomes.

She said testing multilingual children for speech and language disorders with monolingual tests damaged learning outcomes.

Catherine Snow is an expert on language and literacy development in children, focusing on how oral language skills are acquired and how they relate to literacy outcomes.

It's a means of ensuring that our least fortunate children have access to the enabling knowledge and vocabulary that is the foundation of language proficiency, critical thinking, problem solving, and every other big picture academic outcome we seek for our least advantaged children.

It is clear that variation in bilingual experience is associated with children's language and cognitive development, which indirectly influence academic outcomes.

The effects of fathers» and mothers» reading to their children on language outcomes of children participating in Early Head Start in the United States.

We look separately at the effects on the outcomes of Haitian - born incumbent students, other immigrant students, U.S. - born Haitian Creole speakers, other U.S. - born black students, other U.S. - born non-black students, limited English proficient students, those who are not English language learners, children with mothers who have less than a high school diploma, children with mothers who have a high school diploma but no other education, and children whose mothers attended college.

The role of speech pathologists in the early identification of children with language problems which could lead to interventions which might prevent or ameliorate subsequent reading problems was noted, and the LDA submission put the view that more routine collaboration between speech pathologists and educators could improve literacy outcomes for all students.

We stand by their endeavors to secure school finance reform and improve education outcomes and opportunities for our public school children, especially those who are at - risk, English language learners, and students with disabilities and other special needs.

The coalition came together to push for school finance reform and improved educational opportunities and outcomes for Nevada public school children, especially those students who are at - risk, English language learners, gifted and talented, and students with disabilities or other special needs.

5:14 Dr. Montecel explains the three premises on which the framework is based: (1) The problem is systemic (2) Achieving student success requires developing a vision of seeking outcomes for all children, no matter where they come from, the color of their skin, and the language they speak.

Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school - based intervention to improve children's literacy outcomes at grade 3, oral language and

The study found that Georgia's Pre-K Program produces significant positive outcomes for children, regardless of family income level or English language skills.

This outcome measures how children learn and use basic language and communication skills such as counting and problem solving that will prepare them to be successful in kindergarten.

Study after study has consistently demonstrated that a child's growth in key domains — including social and emotional learning, language and literacy, mathematics, and approaches to learning — correlates to long - term education outcomes.

Imagine if Connecticut's elected and appointed officials actually stopped denigrating teachers, the teaching profession and public schools and started listening to teachers and providing the resources necessary to improve educational outcomes, especially for Connecticut children living in poverty, facing English language challenges or requiring special education services.

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 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 coutcomes of dual language learner children.

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 presentation looks at the rates in which children who are Hispanic and / or English language learners enroll in preschool and the impact of pre-K on their learning outcomes.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive with the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

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

Parent responsivity: the construct of responsivity incorporates both bonding with the child and promoting language (ie, is also related to the home learning environment (the third primary outcome)-RRB-.

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.

Existing SNHV trials show relatively modest effects (effect sizes of 0.2 — 0.4 SDs) for outcomes such as child mental health and behaviour, and cognitive and language development, from infancy to mid - childhood.19 While effect sizes of 0.25 — 0.3 SDs can be meaningful and impactful at the whole of population level, 59 targeted public health interventions such as SNHV include a cost and intensity such that larger effects in the short - to - medium term might be necessary to justify implementation at a population level.

Children's language development was tested at 21 months in their homes.40 Their mental development (Mental Development Index [MDI]-RRB- was tested at 24 months in the laboratory.41 Language and MDI were analyzed as both continuous and dichotomous outcomes.

Children who experience poverty, particularly during early life or for an extended period, are at risk of a host of adverse health and developmental outcomes through their life course.1 Poverty has a profound effect on specific circumstances, such as birth weight, infant mortality, language development, chronic illness, environmental exposure, nutrition, and injury.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

To account for norms used in scoring language outcomes, these were also adjusted for the child's sex and age at the time of the assessment.

Results were summarised for child development (behaviour, cognitive development, psychomotor development and communication / language) and parent — child relationship (relationship, sensitivity and attachment classification) outcomes for the following assessment times: postintervention (PI — immediately after intervention ending), short - term (ST — less than 6 months after intervention ending), medium - term (MT — 7 — 12 months after intervention ending) and long - term (LT — more than 12 months after intervention ending) follow - up.

The study found dads reading to children at 2 years improves the child's language outcomes at 4 years of age.

a stronger focus on the outcomes that children and young people with speech, language and communication needs achieve

Outcomes consisted of women's number and timing of subsequent pregnancies, months of employment, use of welfare, food stamps, and Medicaid, educational achievement, behavioral problems attributable to the use of substances, rates of marriage and cohabitation, and duration of relationships with partners and their children's behavior problems, responses to story stems, intellectual functioning, receptive language, and academic achievement.

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

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.

The partnership is designing a pilot intervention focused on increasing the quality of caregiver - child interactions to strengthen children's communication foundation and improve their language outcomes.

Research has suggested that increasing the amount of child - directed speech enhances language outcomes.

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.

For other outcomes there was no statistically significant relationship with poverty duration, including being overweight (child cohort only), having accidents or injuries (birth cohort only), and concerns with language development (child cohort only).

These programs have been critical in improving maternal and child health outcomes in the early years, leaving long - lasting, positive impacts on parenting skills; children's cognitive, language, and social - emotional development; and school readiness.

4.1 The duration of poverty and child outcomes 4.1.1 Body Mass Index 4.1.2 Number of accidents / injuries 4.1.3 Child speech and language development 4.1.4 General development 4.1.5 Social, emotional and behavioural difficulties 4.1.6 Multiple outcomes 4.2 The association between the duration of poverty and child outchild outcomes 4.1.1 Body Mass Index 4.1.2 Number of accidents / injuries 4.1.3 Child speech and language development 4.1.4 General development 4.1.5 Social, emotional and behavioural difficulties 4.1.6 Multiple outcomes 4.2 The association between the duration of poverty and child outChild speech and language development 4.1.4 General development 4.1.5 Social, emotional and behavioural difficulties 4.1.6 Multiple outcomes 4.2 The association between the duration of poverty and child outchild outcomes