Tag: 2021 Publication

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 »

Replication of Combined School Readiness Interventions for Teachers and Parents of Head Start Pre-Kindergarteners Using Remote Delivery

Published: April 28, 2021 Publication: Early Childhood Research Quarterly CLI Authors: Susan H. Landry, PhD, Tricia A. Zucker, PhD, Janelle J. Montroy, PhD, Hsien-Yuan Hsu, PhD, Mike A. Assell, PhD, Cheryl Varghese, PhD, and April Crawford, PhD Abstract: This replication study examined remote delivery of 2 evidence-based prekindergarten (pre-k) interventions to evaluate whether the combination… Read more »

Expectancy-Value Theory & Preschool Parental Involvement in Informal STEM Learning

Published: September 2, 2021 Publication: Journal of Applied Developmental Psychology CLI Authors: Tricia Zucker, PhD,  Janelle Montroy, PhD, Michael Assel, PhD, and Gloria Yeomans-Maldonado, PhD Abstract: Using expectancy-value theory, we explored whether parents’ perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based… Read more »

Should I allow my confirmatory factors to correlate during factor score extraction? Implications for the applied researcher

Published: July 23, 2021 publish date. Issue date August 2022. Publication: Quality & Quantity CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: With complex models becoming increasingly popular in the social sciences, many researchers have begun using latent variable modeling in multiple-steps, saving, estimating, or otherwise extracting factor scores from one confirmatory factor analysis (CFA) for use… Read more »

Normalizing Perinatal Neurological Development via Intervention

Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 43 CLI Authors: Dana DeMaster, PhD and Kelly Vaughn, PhD Abstract: This chapter integrates the available research investigating environmental factors that influence perinatal brain development. Attention is placed on reviewing factors in the NICU environment that increase biologic adversity in the months… Read more »

Nurturing the Developing Brain to Reduce Neurological Delay

Published: June 4, 2021 Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 42 CLI Authors: Kelly Vaughn, PhD and Dana DeMaster, PhD Abstract: Findings consistently link atypical neurological development with developmental delay and lasting mental health problems in large clinical populations. Cascading effects of early neurological disorders result in disrupted… Read more »

Frontostriatal White Matter Integrity Relations with “Cool” and “Hot” Self-Regulation after Pediatric Traumatic Brain Injury

Published: December 14, 2020 Publication: Journal of NeuroTrauma CLI Authors: Dana DeMaster, PhD and Linda Ewing-Cobbs, PhD Abstract: Traumatic brain injury (TBI) produces microstructural damage to white matter pathways connecting neural structures in pre-frontal and striatal regions involved in self-regulation (SR). Dorsal and ventral frontostriatal pathways have been linked to cognitive (“cool”) and emotional (“hot”)… Read more »

“Doing What I can, but I got no Magic Wand”

A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic Published: May 31, 2021 Publication: Early Childhood Education Journal CLI Authors: April Crawford, PhD, Cathy L. Guttentag, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, Kelly A. Vaughn, PhD, and Tricia A, Zucker, PhD Abstract: The COVID-19 pandemic impacted early childhood… Read more »