Sentences with phrase «early language analysis»

Not exact matches

Amos N. Wilder provides an analysis of early Christian uses of language which is extremely helpful.

In «Linguistic Perspectives on Early Population Migrations and Language Contact in the Americas,» Sicoli shows how big data analyses point to the existence of at least three now - extinct languages of earlier migrations that influenced existing Dene and Aleut languages as they moved to the Alaska coast.

The seed region of interest covariance analysis revealed distinct (18) F - labelled fluorodeoxyglucose correlation patterns that greatly overlapped with the right executive - control network for the early - onset Alzheimer's disease region of interest, the left language network for the logopenic variant primary progressive aphasia region of interest, and the higher visual network for the posterior cortical atrophy region of interest.

Goodness - of - fit analysis of each connectivity map with network templates showed the highest correspondence between the early - onset AD seed connectivity map and anterior salience and right executive - control networks, the logopenic aphasia seed connectivity map and the language network, and the posterior cortical atrophy seed connectivity map and the higher visual network.

The authors would like to thank Hartwig Siebner for his valuable advice concerning the fMRI design, Wolfgang Miltner for his valuable comments on an earlier draft of the manuscript, Anne Ohrt, Joachim Laudien and Johann Kuhtz - Buschbeck for their help during sweat collection, Bernfried Sojka for his help in constructing the olfactometer, Jan Born for the analysis of the endocrine parameters, and Rachael Cole and Sabine Schlösser for their help in language editing.

This new analysis finds that some groups, including those with a first language of Pashto, Panjabi, Turkish, Portuguese, Czech and Slovak, perform below national standards in primary assessments — despite having entered the English school system at an early stage as infants.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

Wixson and Dutro (in press) conducted a document analysis of 42 state standards in early reading / language arts as a way to gauge how the variability in standards might influence their translation into local curriculum, instruction and assessment.

Identifying subject matter criteria for the content analysis of early reading / language arts standards was difficult.

As in other areas, our analysis revealed a great deal of variability among the 14 early reading / language arts documents.

Further analysis of the 14 early reading / language arts documents revealed several areas that virtually all documents cover, as well as several areas that only about two - thirds of the documents cover (See Table 7).

As a starting point for thinking about the relationship between standards and reading acquisition, we focus here on an analysis of the nature and content of early reading / language arts standards.

We present our analyses of state standards for early reading / language arts first, with a summary of findings related to the CCSSO specificity criterion.

The content criteria developed for this analysis can be used to evaluate and / or develop standards for early reading / language arts standards, and can also serve as a model for the development of content criteria for English language arts standards at other developmental levels.

The criteria used by Wixson and Dutro for this analysis should be useful to districts in evaluating their states» standards for early reading / language arts.

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» beAnalyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» beanalyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

Path analyses indicated that parental expectations influenced early adolescents» self - concept of ability which in turn affected their grades and standardized scores in math and native language.

In addition to conducting regression analyses, multiple group path analyses were done to examine the indirect relationship between home visiting participation and children's early language outcomes through the home environment and literacy practices, and variation of this relationship by risks.