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Direct linkNeuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M. – Journal of Educational Psychology, 2018
There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year.…
Descriptors: Children, Low Income Groups, Poverty, Interaction
Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L. – Developmental Psychology, 2016
This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures…
Descriptors: Language Skills, Longitudinal Studies, Whites, African Americans
Dilworth-Bart, Janean E.; Khurshid, Ayesha; Vandell, Deborah Lowe – Infant and Child Development, 2007
Using Ecological Systems Theory and stage sequential modelling procedures for detecting mediation, this study examined how early developmental contexts impact preschoolers' performances on a measure of sustained attention and impulse control. Data from 1273 European-American and African-American participants in the NICHD Study of Early Child Care…
Descriptors: Income, Self Control, Family Environment, Attention Span
