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Carmiol AM, Castro S, Castro-Rojas MD, Weisleder A, Robalino J. Links between booksharing and early vocabulary development in Costa Rica. Infant Behav Dev 2024; 76:101958. [PMID: 38772284 DOI: 10.1016/j.infbeh.2024.101958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 04/24/2024] [Accepted: 05/10/2024] [Indexed: 05/23/2024]
Abstract
Early vocabulary development is crucial for future cognitive and academic outcomes, and parent-child booksharing has been recognized as a powerful home literacy practice to promote word learning. However, evidence about the link between booksharing and language development in diverse cultural and socioeconomic settings is currently limited, hindering the formulation of a broadly applicable framework to understand the favorable conditions for early vocabulary development. This study explores the relationship between booksharing and early receptive and expressive vocabulary in a sample of 183 mothers and their toddlers in Costa Rica, a context where reading is not a common practice and children have limited access to books. Mothers completed an interview about their booksharing practices and reported children's receptive and expressive vocabulary. Results demonstrated a positive link between maternal booksharing and children's expressive vocabulary. Child gender moderated the link between booksharing and receptive vocabulary, exhibiting a stronger association in girls than in boys. Mothers with lower education levels reported higher expressive vocabulary scores for their children than mothers with higher education levels. These findings underscore the significance of booksharing in the home literacy environment, even in cultural contexts with distinct reading practices. Moreover, they highlight the need to incorporate sociocultural factors into comprehensive accounts concerning the role of booksharing in early word learning.
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Affiliation(s)
- Ana M Carmiol
- Instituto de Investigaciones Psicológicas, Universidad de Costa Rica, Costa Rica.
| | - Susan Castro
- Instituto de Investigaciones Psicológicas, Universidad de Costa Rica, Costa Rica
| | - María Dolores Castro-Rojas
- Instituto de Investigaciones Psicológicas, Universidad de Costa Rica, Costa Rica; Escuela de Psicología, Universidad Nacional de Costa Rica, Costa Rica
| | - Adriana Weisleder
- Department of Communication Sciences and Disorders, Northwestern University, USA
| | - Juan Robalino
- Instituto de Investigaciones en Ciencias Económicas, Universidad de Costa Rica, Costa Rica
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2
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Fujiki RB, Lien KM, Munday J, Thibeault SL. Socioeconomic Deprivation Detrimentally Influences Language Outcomes in Toddlers With Cleft Palate. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024:1-20. [PMID: 39173117 DOI: 10.1044/2024_jslhr-24-00060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/24/2024]
Abstract
PURPOSE The purpose of this study was to examine the influence of socioeconomic deprivation on language and developmental outcomes in toddlers with cleft palate with or without cleft lip (CP ± L). Other factors known to influence language outcomes were also considered, including home language history, history of hearing problems, syndromic diagnoses, and sex. METHOD A multicenter, cross-sectional study design was conducted. Data for 566 16-month-old toddlers with CP ± L were collected from 17 outpatient cleft palate clinics located throughout the United States. Outcome measures included the MacArthur-Bates Communicative Development Inventories, LENA Developmental Snapshot, age at first word as reported by the caregiver, and the Ages and Stages Questionnaires-Third Edition (ASQ-3). Multivariable linear or logistic regression was used to determine the influence of socioeconomic deprivation, as measured by the Area Deprivation Index, on language and developmental outcomes. RESULTS Greater socioeconomic deprivation significantly predicted poorer language outcomes in toddlers with CP ± L, including receptive vocabulary words (p = .02), expressive vocabulary words (p = .02), and late-developing gestures (p = .02). Additionally, toddlers from less affluent neighborhoods produced their first words significantly later than their counterparts living in more affluent areas (p < .01). Lower maternal education levels predicted significantly increased risk for problem solving delays (p < .01), and patients with subsidized insurance were at significantly increased risk for personal-social delays on the ASQ-3 (p < .01). CONCLUSIONS Children with CP ± L are susceptible to developmental delays associated with socioeconomic deprivation. These findings have implications for identifying a child's individual risk factors for developmental language disorders when conducting speech-language assessments. Future study should examine how inequities in care can be mitigated and addressed.
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Affiliation(s)
| | - Kari M Lien
- Department of Communication Sciences and Disorders, The University of Utah, Salt Lake City
| | - John Munday
- Department of Surgery, University of Wisconsin-Madison
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3
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Putnick DL, Bell EM, Tyris J, McAdam J, Ghassabian A, Mendola P, Sundaram R, Yeung E. Place-Based Child Opportunity at Birth and Child Development from Infancy to Age 4. J Pediatr 2024; 267:113909. [PMID: 38220066 PMCID: PMC10978256 DOI: 10.1016/j.jpeds.2024.113909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 12/18/2023] [Accepted: 01/09/2024] [Indexed: 01/16/2024]
Abstract
OBJECTIVE The objective of this study was to evaluate whether the children's neighborhood quality, as a measure of place-based social determinants of health, is associated with the odds of developmental delay and developmental performance up to the age of 4 years. STUDY DESIGN Mothers of 5702 children from the Upstate KIDS Study, a longitudinal population-based cohort of children born from 2008 through 2010, provided questionnaire data and a subset of 573 children participated in a clinic visit. The Child Opportunity Index 2.0 was linked to home census tract at birth. Probable developmental delays were assessed by the Ages and Stages Questionnaire up to 7 times between 4 and 36 months, and developmental performance was assessed via the Battelle Developmental Inventory at the age of 4 years. RESULTS In unadjusted models, higher neighborhood opportunity was protective against developmental delays and was associated with slightly higher development scores at age 4. After adjusting for family-level confounding variables, 10-point higher Child Opportunity Index (on a 100-point scale) remained associated with a lower odds of any developmental delay (OR = .966, 95% CI = .940-.992), and specifically delays in the personal-social domain (OR = .921, 95% CI = .886-.958), as well as better development performance in motor (B = 0.79, 95% CI = 0.11-1.48), personal-social (B = 0.64, 95% CI = 0.003-1.28), and adaptive (B = 0.69, 95% CI = 0.04-1.34) domains at age 4. CONCLUSIONS Community-level opportunities are associated with some aspects of child development prior to school entry. Pediatric providers may find it helpful to use neighborhood quality as an indicator to inform targeted developmental screening.
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Affiliation(s)
- Diane L Putnick
- Epidemiology Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD.
| | - Erin M Bell
- Department of Environmental Health Sciences, University at Albany School of Public Health, Albany, NY
| | - Jordan Tyris
- Epidemiology Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD; Division of Hospital Medicine, Children's National Hospital, Washington, DC
| | - Jordan McAdam
- Department of Environmental Health Sciences, University at Albany School of Public Health, Albany, NY
| | - Akhgar Ghassabian
- Departments of Pediatrics, Environmental Medicine, and Population Health, New York University Grossman School of Medicine, New York, NY
| | - Pauline Mendola
- Department of Epidemiology and Environmental Health, University at Buffalo, Buffalo, NY
| | - Rajeshwari Sundaram
- Biostatistics and Bioinformatics Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD
| | - Edwina Yeung
- Epidemiology Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD
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4
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Clark KA, Schafer K, Tran NM, Trautman L, McKay T. The role of sleep duration in suicide risk among sexual and gender minority adolescents. Prev Med 2023; 175:107698. [PMID: 37704179 PMCID: PMC10591716 DOI: 10.1016/j.ypmed.2023.107698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 08/18/2023] [Accepted: 09/06/2023] [Indexed: 09/15/2023]
Abstract
BACKGROUND Short sleep duration is linked with suicide risk in adolescence. Sexual and gender minority (SGM) adolescents experience substantially increased risk for suicide compared to their non-SGM peers. METHODS We investigated the role of sleep duration in SGM adolescent suicide risk using population-based, cross-sectional data from the 2022 Minnesota Student Survey (MSS; N = 85,610, Mage = 14.8). Adolescents reported average school-night sleep duration; those reporting <6 h were classified as having very short sleep duration. The MSS additionally assessed past-year suicidal ideation and suicide attempt. Mediation analyses assessed the role of sleep duration in explaining associations between SGM identity and suicide risk. Further, to examine intervention mechanisms, among SGM adolescents (n = 20,171, 23.6%), a logistic regression model assessed associations among demographic factors, perceived parental care, and very short sleep duration. RESULTS As compared to non-SGM adolescents, SGM adolescents reported substantially higher prevalence of past-year suicidal ideation and suicide attempt and 2.6× higher prevalence of very short sleep duration (all p < 0.001). Mediation analyses demonstrated that very short sleep duration partially mediated the pathway between SGM identity and past-year suicidal ideation (15.5% mediated) and suicide attempt (17.2% mediated). Among SGM adolescents, a striking positive dose-response relationship was observed between level of perceived parental care and very short sleep duration. As perceived parental care decreased, so too did hours of sleep. DISCUSSION Sleep duration is a crucial and understudied mechanism underlying suicide risk disparities affecting SGM adolescents. Family-based interventions may improve SGM adolescent sleep and reduce suicide risk.
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Affiliation(s)
- Kirsty A Clark
- Department of Medicine, Health, and Society, Vanderbilt University, Nashville, TN, United States of America.
| | - Katherine Schafer
- Tennessee Valley Healthcare Systems, Nashville, TN, United States of America
| | - Nathaniel M Tran
- Department of Health Policy, Vanderbilt University, Nashville, TN, United States of America
| | - Lana Trautman
- Department of Medicine, Health, and Society, Vanderbilt University, Nashville, TN, United States of America
| | - Tara McKay
- Department of Medicine, Health, and Society, Vanderbilt University, Nashville, TN, United States of America
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Richter CG, Siegelman N, Mahaffy K, Van Den Bunt M, Kearns DM, Landi N, Sabatini J, Pugh K, Hoeft F. The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes. Front Psychol 2022; 13:1001555. [PMID: 36533015 PMCID: PMC9755674 DOI: 10.3389/fpsyg.2022.1001555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Accepted: 11/16/2022] [Indexed: 12/03/2022] Open
Abstract
IntroductionThe COVID-19 pandemic led to school closure and loss of in-person instruction during the 2019–2020 academic year across the United States, which had a profound impact on the reading development of beginning readers. In this study we tested if a research-informed educational technology (EdTech) program–GraphoLearn–could help alleviate the COVID-19 slide. We also sought to understand the profiles of children who benefitted most from this EdTech program.MethodsWe tested participants’ (N = 172 K-2 children) early literacy skills using a standardized measure (STAR) before and after playing GraphoLearn, and used the pre to post difference as the dependent variable. We first compared children’s STAR actual and expected growth. Then we conducted a multiple regression analysis with data about engagement with GraphoLearn included as predictors. Additional predictors were extracted from GraphoLearn performance at study onset to assess children’s letter-sound knowledge, rime awareness, and word recognition.ResultsThe difference between actual average reading growth and expected growth in a regular school year was not statistically significant. This suggests that children in our sample seem to be gaining reading skills as expected in a regular school year. Our multiple linear regression model (which accounted for R2 = 48% of reading growth) showed that older children, with higher baseline GraphoLearn word recognition, who played more units in a fixed number of days, made significantly more early literacy progress.DiscussionWhile lacking a control group, our preliminary results suggest that an EdTech program such as GraphoLearn may be a useful reading instructional tool during school shutdowns. In addition, our results suggest that practice with GraphoLearn was more effective and efficient when foundational instruction was already in place.
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Affiliation(s)
- Caroline G. Richter
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, United States
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
| | - Noam Siegelman
- Haskins Laboratories, New Haven, CT, United States
- Departments of Psychology and Cognitive and Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Kelly Mahaffy
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
- Haskins Laboratories, New Haven, CT, United States
| | | | - Devin M. Kearns
- Department of Educational Psychology, Neag School of Education, Storrs, CT, United States
| | - Nicole Landi
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
- Haskins Laboratories, New Haven, CT, United States
| | - John Sabatini
- Department of Psychology and Institute for Intelligent Systems, University of Memphis, Memphis, TN, United States
| | - Kenneth Pugh
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
- Haskins Laboratories, New Haven, CT, United States
| | - Fumiko Hoeft
- Department of Psychological Sciences, University of Connecticut, Mansfield, CT, United States
- Haskins Laboratories, New Haven, CT, United States
- Brain Imaging Research Center (BIRC), University of Connecticut, Storrs, CT, United States
- Department of Psychiatry and Behavioral Sciences, and Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
- Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, Japan
- *Correspondence: Fumiko Hoeft,
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Santiago AM, Berg KA, Leroux J. Assessing the Impact of Neighborhood Conditions on Neurodevelopmental Disorders during Childhood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18179041. [PMID: 34501630 PMCID: PMC8430861 DOI: 10.3390/ijerph18179041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/17/2021] [Revised: 08/22/2021] [Accepted: 08/23/2021] [Indexed: 11/16/2022]
Abstract
Nearly three out of ten neurodevelopmental disabilities in the United States have been linked to environmental conditions, prompting emerging lines of research examining the role of the neighborhood on children’s developmental outcomes. Utilizing data from a natural experiment in Denver, this study quantifies the impact of exposure to varied neighborhood contexts on the diagnosis of neurodevelopmental disorders over the course of childhood. Our analysis is based upon retrospective child, caregiver, household and neighborhood data derived from the Denver Child Study for a sample of approximately 590 Latino and African American children and youth whose families were quasi-randomly assigned to subsidized housing operated by the Denver (CO) Housing Authority during part of their childhood. We employed binary response models with endogenous explanatory variables, estimated using instrumental variables (IV) probit and average marginal effects to identify predictors of a neurodevelopmental disorder diagnosis during childhood. We found that multiple dimensions of neighborhood context—especially neighborhood socioeconomic status, older housing stock, residential instability and prevalence of neurological hazards in the ambient air—strongly and robustly predicted the diagnosis of a neurodevelopmental disorder during childhood.
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Affiliation(s)
- Anna Maria Santiago
- School of Social Work, College of Social Science, Michigan State University, East Lansing, MI 48824, USA
- Correspondence:
| | - Kristen A. Berg
- Center for Health Care Research and Policy, Case Western Reserve University, Cleveland, OH 44106, USA;
| | - Joffré Leroux
- Department of Economics, Michigan State University, East Lansing, MI 48824, USA;
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Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families? SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09648-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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8
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Froiland JM. A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. SCHOOL PSYCHOLOGY INTERNATIONAL 2020. [DOI: 10.1177/0143034320981393] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12th grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research.
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Besharov DJ, Call DM, Scott JM. PROTOCOL: Early childhood education programs for improving the development and achievement of low-income children: a systematic review. CAMPBELL SYSTEMATIC REVIEWS 2020; 16:e1100. [PMID: 37131912 PMCID: PMC8356309 DOI: 10.1002/cl2.1100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Affiliation(s)
| | - Douglas M. Call
- School of Public PolicyUniversity of MarylandCollege ParkMarylandUSA
| | - Jason M. Scott
- School of Public PolicyUniversity of MarylandCollege ParkMarylandUSA
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10
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Puccioni J, Baker ER, Froiland JM. Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2154] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jaime Puccioni
- Literacy Teaching and LearningUniversity at Albany New York New York
| | - Erin Ruth Baker
- Literacy Teaching and LearningUniversity at Albany New York New York
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11
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Al Jefri HM, Areepattamannil S. Examining the relations of early literacy activities and skills to reading dispositions, engagement, and achievement among fourth-grade students in the United Arab Emirates. SOCIAL PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s11218-019-09504-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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12
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Little CW, Hart SA, Phillips BM, Schatschneider C, Taylor JE. Exploring neighborhood environmental influences on reading comprehension. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019; 62:173-184. [PMID: 31662593 PMCID: PMC6818508 DOI: 10.1016/j.appdev.2019.02.009] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
| | - Sara A Hart
- Florida Center for Reading Research, Florida State University
- Department of Psychology, Florida State University
| | - Beth M Phillips
- Florida Center for Reading Research, Florida State University
- Department of Educational Psychology and Learning Systems, Florida State University
| | - Christopher Schatschneider
- Florida Center for Reading Research, Florida State University
- Department of Psychology, Florida State University
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13
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Froiland JM, Worrell FC, Oh H. Teacher–student relationships, psychological need satisfaction, and happiness among diverse students. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22245] [Citation(s) in RCA: 68] [Impact Index Per Article: 13.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- John Mark Froiland
- Department of Educational Studies, Educational PsychologyPurdue UniversityWest Lafayette Indiana
| | - Frank C. Worrell
- Graduate School of EducationUniversity of CaliforniaBerkeley California
| | - Hyejeong Oh
- Department of Educational Studies, Educational PsychologyPurdue UniversityWest Lafayette Indiana
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Kang E, Leu CS, Snyder J, Robbins RN, Bucek A, Mellins CA. Caregiver perceptions of environment moderate relationship between neighborhood characteristics and language skills among youth living with perinatal HIV and uninfected youth exposed to HIV in New York City. AIDS Care 2018; 31:61-68. [PMID: 29950105 DOI: 10.1080/09540121.2018.1492698] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Despite the increased recognition of how neighborhood conditions bear on cognitive and academic outcomes, no studies have examined the influences of objective and subjective neighborhood indices on specific areas of cognitive functioning among youth living with perinatal HIV (PHIV). In the United States (US), this is of particular concern as HIV has disproportionately affected African American youth living in economically disadvantaged and racially segregated communities. Thus, based on a longitudinal cohort study of psychosocial and behavioral health outcomes in 340 perinatally HIV-exposed but uninfected (PHEU) and PHIV youth residing in New York City, ages 9-16 years at enrollment, we analyzed data from baseline and multiple follow-up (FU) quantitative interviews with youth and their primary caregivers, from when they were at least 13-years-old (approximately 4-6 years post enrollment). We examined the association between baseline neighborhood indices (2000 US census data and caregiver's perception of neighborhood stressors) and youth receptive language skills (PPVT; Peabody Picture Vocabulary Test) at FU2 and FU3. Census data (percentage of families in neighborhood living below the national poverty rate, median neighborhood household income, and percentage of residents professionally employed) were not independently associated with PPVT scores at both follow-ups. However, in the logistic regression model, the more caregivers perceived their neighborhood as stressful and subjected to violence, the stronger the relationship between census data indicators of low resource neighborhoods and lower PPVT scores for both groups. Findings support "place-based" policies and practices that alleviate caregiver experiences of neighborhood stressors which may contribute to improved cognitive outcomes for youth living with and affected by PHIV.
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Affiliation(s)
- Ezer Kang
- a Department of Psychology , Howard University , Washington , DC , USA
| | - Cheng-Shiun Leu
- b HIV Center for Clinical and Behavioral Studies , New York State Psychiatric Institute, Columbia University , New York , NY , USA
| | - Jordan Snyder
- c Department of Psychology , Wheaton College , Wheaton , IL , USA
| | - Reuben N Robbins
- b HIV Center for Clinical and Behavioral Studies , New York State Psychiatric Institute, Columbia University , New York , NY , USA
| | - Amelia Bucek
- b HIV Center for Clinical and Behavioral Studies , New York State Psychiatric Institute, Columbia University , New York , NY , USA
| | - Claude A Mellins
- b HIV Center for Clinical and Behavioral Studies , New York State Psychiatric Institute, Columbia University , New York , NY , USA
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Minh A, Muhajarine N, Janus M, Brownell M, Guhn M. A review of neighborhood effects and early child development: How, where, and for whom, do neighborhoods matter? Health Place 2017; 46:155-174. [PMID: 28528276 DOI: 10.1016/j.healthplace.2017.04.012] [Citation(s) in RCA: 156] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 03/18/2017] [Accepted: 04/27/2017] [Indexed: 11/17/2022]
Abstract
This paper describes a scoping review of 42 studies of neighborhood effects on developmental health for children ages 0-6, published between 2009 and 2014. It focuses on three themes: (1) theoretical mechanisms that drive early childhood development, i.e. how neighborhoods matter for early childhood development; (2) dependence of such mechanisms on place-based characteristics i.e. where neighborhood effects occur; (3) dependence of such mechanisms on child characteristics, i.e. for whom is development most affected. Given that ecological systems theories postulate diverse mechanisms via which neighborhood characteristics affect early child development, we specifically examine evidence on mediation and/or moderation effects. We conclude by discussing future challenges, and proposing recommendations for analyses that utilize ecological longitudinal population-based databases.
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Affiliation(s)
- Anita Minh
- Human Early Learning Partnership, School of Population and Public Health, 2206 E Mall, Vancouver, BC, Canada V6T 1Z3.
| | - Nazeem Muhajarine
- Saskatchewan Population Health and Evaluation Research Unit, University of Saskatchewan, 3333 E-Wing, Health Sciences Building, 104 Clinic Place, Saskatoon, SK, Canada S7N 2Z4
| | - Magdalena Janus
- The Offord Centre for Child Studies, McMaster University, 1280 Main Street West, Hamilton, ON, Canada L8S 4K1
| | - Marni Brownell
- Manitoba Centre for Health Policy, Community Health Sciences, Max Rady College of Medicine, Faculty of Health Sciences, University of Manitoba, 408-727 McDermot Ave., Winnipeg, MB, Canada R3E 3P5
| | - Martin Guhn
- Human Early Learning Partnership, School of Population and Public Health, 2206 E Mall, Vancouver, BC, Canada V6T 1Z3
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Iruka IU. PREDICTORS OF INFANT AND TODDLER BLACK BOYS’ EARLY LEARNING: SEIZING OPPORTUNITIES AND MINIMIZING RISKS. Infant Ment Health J 2016; 38:128-142. [DOI: 10.1002/imhj.21615] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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17
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Froiland JM, Davison ML. The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.07.012] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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Froiland JM, Worrell FC. INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21901] [Citation(s) in RCA: 164] [Impact Index Per Article: 20.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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von Suchodoletz A, Larsen RAA, Gunzenhauser C, Fäsche A. Reading and spelling skills in German third graders: Examining the role of student and context characteristics. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:533-50. [DOI: 10.1111/bjep.12090] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2013] [Revised: 07/09/2015] [Indexed: 11/30/2022]
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Froiland JM, Mayor P, Herlevi M. Motives emanating from personality associated with achievement in a Finnish senior high school: Physical activity, curiosity, and family motives. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034315573818] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of 178 senior high school (gymnasium) students (mean age = 17.6, range = 16–20) from Finland, using the Reiss School Motivation Profile. In structural equation models that controlled for gender and age, intellectual curiosity was positively associated with achievement, whereas the family motive was negatively associated with achievement. Boys had a higher intellectual curiosity and a lower family motive than girls. The physical activity motive had a significant negative interaction with intellectual curiosity, such that youth with higher intellectual curiosity had the strongest achievement when their physical activity motive was lower. This suggests that adolescents with a strong desire for exercise may have some difficulty in selective high schools that require rigorous study and long hours of sitting, even when they enjoy learning. Implications for motivational theory, education research, physical education for promoting fitness, and school psychology practice are discussed.
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Affiliation(s)
| | - Päivi Mayor
- Tampere University of Applied Sciences, Finland
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Froiland JM, Davison ML. Parental expectations and school relationships as contributors to adolescents’ positive outcomes. SOCIAL PSYCHOLOGY OF EDUCATION 2013. [DOI: 10.1007/s11218-013-9237-3] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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