Conversely, IQ tests may show normal or superior intelligence, and standard
language development compared with classical autism.
Not exact matches
Electronic toys, however, are a tricky line to walk — as new research shows that toys that glow and beep can hinder
language development,
compared to good old wooden puzzles and blocks.
Every child grows and develops differently, and it is important not to
compare your child's
language and speech
development to other children's.
When
compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive
development and behavior, higher IQs and
language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.
No Leapfrog learning device, baby gym class or infant sign
language video will ever
compare with the brain
development that freedom for early movement experiences promotes.
Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive,
language, and social - emotional
development,
compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler
development.
Girls tend to develop
language more quickly than boys, so try not to
compare development points between the two.
In the majority of cases, their
development in each
language is slightly delayed
compared to that of monolingual children, which can have knock - on effects both for them and (when they get to school) their peers.
Children who attended a full - day preschool program had higher scores on measures of school readiness skills (
language, math, socio - emotional
development, and physical health), increased attendance, and reduced chronic absences
compared to children who attended part - day preschool, according to a study in the November 26 issue of JAMA.
Using a measure called «income - to - needs» that
compares a family's income to the poverty level for a family its size, the researchers found a correlation with developmental measures such as cognitive
development,
language abilities and social behavior in children from birth to age 3.
It will test students» literal and interpretive understanding of the selection, plot
development, characterization, point of view, making inferences, vocabulary, literary devices, figurative
language, and
comparing and contrasting the two poems.
But the vast majority of the city's roughly 1,100 foreign
language teachers still receive no targeted professional
development, as
compared to weekly
development for teachers in other subjects, the paper noted.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional
development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English
language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when
compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Their research focused on «medical relation extraction» and it might be interesting to apply their methodology to a legal context and
compare their findings to the natural
language processing and
development of gold standards in AI and law.
Compared to parents with lower levels of education, parents with higher levels of education tend to spend more time with their children (Guryan et al., 2008), use more varied and complex
language (Hart and Risley, 1995; Hoff, 2003), and engage in parenting practices that promote socioemotional
development (Duncan et al., 1994; McLoyd, 1997; Bradley and Corwyn, 2002).
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.
Notably, early problems with
language development was one of the few factors significantly associated with peer problems; 23 % of children who were reported to have
language difficulties at age 2 had peer problem scores in the borderline or abnormal range at school entry
compared with 14 % of those with no
language difficulties.
Deaf children whose hearing losses were diagnosed by 6 months of age and provided early intervention shortly after diagnosis showed typical
development of
language abilities as
compared to those who were diagnosed later and subsequently, if at all, provided early intervention services (Yoshinaga - Itano, Sedey, Coulter, & Mehl, 1998).