1/15/2024 0 Comments Auditory comprehension skills![]() ![]() ![]() The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. The contribution of early communication quality to low-income children’s language success. ![]() Meaningful differences in the everyday experience of young American children: Paul H. ![]() International Journal of Bilingual Education and Bilingualism, 11, 30–56. Exposure to English before and after entry to Head Start: Bilingual children’s receptive language growth in Spanish and English. Early Childhood Research Quarterly, 50, 230–245. A systematic review of language intervention research with low-income families: A word gap prevention perspective. Translational Behavioral Medicine, 6(1), 115–124. Frontiers in Behavioral Neuroscience, 13(16). A preliminary study investigating maternal neurocognitive mechanisms underlying a child-supportive parenting intervention. Language experience in the second year of life and language outcomes in late childhood. A new Bayesian approach to robustness against outliers in linear regression. Child Development Perspectives, 10, 251–256. Promoting healthy child development via a two-generation translational neuroscience framework: The Filming Interactions to Nurture Development video coaching program. Children’s Services: Social Policy, Research, and Practice, 2, 159–182. Early Intervention Foster Care: A model for preventing risk in young children who have been maltreated. SES differences in language processing skill and vocabulary are evident at 18 months. The longitudinal relationship between conversational turn-taking and vocabulary growth in early language development. Structural Equation Modeling: A Multidisciplinary Journal, 22, 327–351. A Bayesian approach to multilevel structural equation modeling with continuous and dichotomous outcomes. International Journal of Language & Communication Disorders, 53(2), 339–354. Maternal communicative behaviours and interaction quality as predictors of language development: Findings from a community-based study of slow-to-talk toddlers. A., Smith, J., Mensah, F., Wake, M., & Reilly, S. American Sociological Review, 84, 517–544. The global increase in the socioeconomic achievement gap, 1964 20 2015. Infant and toddler child-care quality and stability in relation to proximal and distal academic and social outcomes. E., Carr, R., Zgourou, E., Vernon-Feagans, L., & Willoughby, M. Infant Behavior and Development, 20, 247–258. Maternal verbal sensitivity and child language comprehension. Multiple regression: Testing and interpreting interactions. This study provides preliminary evidence that the FIND intervention promotes the development of expressive and receptive language skills among young children in high-stress, low-SES environments.Īiken, L. All analyses controlled for sex, age, and home language. In contrast, children in the active control group showed non-significant changes in expressive communication and a statistically significant decline in auditory comprehension abilities between pre- and post-intervention assessments. Children in the FIND intervention group showed significantly increased expressive communication skills and a non-significant increase in auditory comprehension skills across the intervention period. Children’s auditory comprehension and expressive communication were assessed using the Preschool Language Scales, Fifth Edition (PLS-5) during both pre- and post-intervention sessions. Families with children aged 4 to 36 months old (41.8% female) were randomly assigned to an active control or FIND intervention group. The current study used a pretest–posttest design to evaluate intervention effects from an RCT with 91 low-SES families. The current study used data from a randomized controlled trial (RCT) to examine the effectiveness of the FIND program in improving auditory comprehension and expressive communication skills among children from low-SES backgrounds. The Filming Interactions to Nurture Development (FIND) program is a brief strength-based video-coaching intervention designed to promote increased back and forth (“serve and return”) interactions between caregivers and their children. Intervention strategies that encourage reciprocal caregiver-child interactions may effectively promote young children’s language development and enhance optimal language outcomes. Young children from low-SES backgrounds are at higher risk for delayed language development, likely due to differences in their home language environment and decreased opportunities for back and forth communicative exchange. ![]()
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