Sentences with phrase «language outcomes at»

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

Not exact matches

According to Whoriskey, ``... executive compensation at the nation's largest firms has roughly quadrupled in real terms since the 1970s, even as pay for 90 percent of America has stalled...» Setting aside imprecision of language, that suggests a significant disparity — not disparity of outcomes (which are a given, here) but disparity of rate of improvement.

In simpler language, we may state that primordial objects in the universe (grounded in an ineffable reality) are causally transformed into a limited set of cosmological, biological and cultural entities, which at the same time, allows for an endless number of creative outcomes and novel possibilities.

Historically, very premature infants are at increased risk of language delay.The study now identifies an easy to implement and cost effective intervention — come talk and sing to your baby — to improve outcomes.»

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

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).

After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first - year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.

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.

This practice, diametrically opposed to that in Singapore, which outperforms the United States in reading in English in spite of the fact that nearly everyone in that city - state speaks a different language at home, has no chance of narrowing the gap in academic literacy with native English speakers; instead it will exacerbate it, to be followed by more civil rights pressure on our universities to lower their academic standards still further in an attempt to achieve equal outcomes, in a vicious cycle that will continue the degradation of America's civil and academic life.

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.

Outcome measures at 12 weeks included performance on reading comprehension, reading vocabulary, spelling, language expression, and language mechanics subtests on the CAT.

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.

Then, through a series of inquiry - based discussions facilitated by Eskolta, EBCHS staff looked at a single outcome common to all departments and identified effective language that could be threaded across courses.

Reviewers must have expertise in education evaluation or at least one of the program's absolute priorities (increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting academic outcomes for students with disabilities and English language learners; encouraging parent and family engagement; promoting effective use of technology; serving rural communities; and implementing college - and career - ready standards).

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

Research from the Center for Research on Education Outcomes (CREDO) at Stanford University shows that charter schools are particularly effective in benefiting low - income students, students from communities of color and English - language learners.

Here, Walker was speaking the language not just of conservative Republicans but of many reform - minded Democrats who have long complained of teachers» union resistance to charter schools and other innovations that threaten union power but have been shown, in some places at least, to boost student outcomes (see David Osborne, «How New Orleans Made Charter Schools Work,»).

For example, even if the teachers have become capable of framing very explicit language objectives at vocabulary, sentence, or discourse levels, the rubrics that teachers tended to use for the written samples were extremely broad for use of linguistic resources so that if students had missed the instruction on the target language for the assignment, they would have difficulty recovering the intended outcome whether on the vocabulary, sentence, or discourse level.

At present, analyses are being conducted to determine whether this school - wide intervention improved outcomes for English language learners in content knowledge and academic English.

A 2013 study by the Center for Research on Education Outcomes (CREDO) at Stanford University analyzed the charter sectors in 27 states and found that, on average, charter schools have significant positive impacts in both math and reading for black students in poverty, Hispanic students in poverty, Hispanic English language - learners (ELLs), students in poverty in general, and ELLs compared to their traditional public school peers.

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.

Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years.

While language recognizing the right to food and water is not likely to be included in the text itself, we must judge the Paris outcome based on whether those rights can be realized — which for much of the world will be very difficult or impossible at 2 °C.

The RFP process should by law require RFPs to use neutral language that does not hint at the desired outcome in anyway.

Our firm has developed sample «conclusory» language, ranging from being highly confident in your opinion at the one extreme to being highly uncertain as to the likely outcome at the other extreme, with varying degrees of language in between.

This article will explain how to use the right persuasive language when making requests at work to help you get the support you need and outcomes you desire.

Make sure you weave the strengths language (linked to outcomes) into your interactions with key stakeholders and into any documents that relate to your performance at work.

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.

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

The Task Force finds that there have been some major problems in the operation of the land dealings provisions and outcomes that were not intended at the time of drafting because of a lack of clarity in the language and intent of the provisions.

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.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated the effects of a home - based parent training program for mothers with mental retardation on the language development of their children who were at risk for language delay.

The study had moderate sample attrition, and a shorter follow - up period, for the other main outcome measures (child language and behavior, maternal mental health, and parenting stress): data on these outcomes were obtained for 74 % of the Child FIRST group and 75 % of the control group, at the one - year follow - up.