Published: March 20, 2023 Publication: Early Education and Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children’s academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities,… Read more »
Category: Publications
Early Childhood Teachers’ Emergent Literacy Data Practices
Published: March 15, 2023 Publication: Journal of Literacy Research CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children’s emergent literacy skills. A questionnaire was used to confirm and… Read more »
Longitudinal Developmental Outcomes of Infants and Toddlers With Traumatic Brain Injury
Published: January 17, 2023 Publication: JAMA Network Open CLI Author: Linda Ewing-Cobbs, PhD Abstract: Importance: Among children, infants and toddlers have some of the highest rates of traumatic brain injury (TBI), but longitudinal information on their developmental outcomes to guide postinjury surveillance is sparse. Objective: To evaluate infants’ and toddlers’ development over 3 years following TBI compared… Read more »
Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers
Published: December 29, 2022 Publication: Inclusive Practices CLI Author: Keisey Fumero, PhD Abstract: The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction… Read more »
Stress Reactivity after Pediatric Traumatic Brain Injury: Relation with Behavioral Adjustment
Published: November 24, 2022 Publication: Journal of Neurotrauma CLI Authors: Linda Ewing-Cobbs, PhD and Mary R. Prasad, PhD Abstract: Traumatic injury is linked increasingly to alterations in both stress response systems and psychological health. We investigated reactivity of salivary analytes of the hypothalamic-pituitary-adrenal axis (cortisol) and autonomic nervous system (salivary alpha amylase, sAA) during a… Read more »
Phonetic Discrimination, Phonological Awareness, and Pre-literacy Skills in Spanish-English Dual Language Preschoolers
Published: February 11, 2021 Publication: Journal of Child Language CLI Author: Sarah Surrain, PhD Abstract: The current study explores variation in phonemic representation among Spanish–English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English… Read more »
The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children
Published: August 10, 2021 Publication: Early Childhood Research Quarterly CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Purpose: This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and… Read more »
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Published: April 1, 2021 Publication: Journal of Learning Disabilities CLI Author: Cheryl Varghese, PhD Abstract: Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality)… Read more »
Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School
Published: November 8, 2022 Publication: Gifted Child Quarterly CLI Author: Yoonkyung Oh, PhD Abstract: We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that… Read more »
Informal Science, Technology, Engineering and Math Learning Conditions to Increase Parent Involvement with Young Children Experiencing Poverty
Published: November 1, 2022 Publication: Frontiers in Psychology CLI Authors: Tricia A. Zucker, PhD; Gloria Yeomans-Maldonado, PhD; Michael A. Assel, PhD; and Cindy Elias Abstract: Broadening participation in early science, technology, engineering and math (STEM) learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program… Read more »
