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Logan JAR, Piasta SB, Purtell KM, Nichols R, Schachter RE. Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement. Child Dev 2024; 95:609-624. [PMID: 37859602 DOI: 10.1111/cdev.14019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 08/16/2023] [Accepted: 08/28/2023] [Indexed: 10/21/2023]
Abstract
In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic emergent literacy skills. There were 724 participating children (mean = 57 months; 51% male; 76% White, 12% Black, 6% multiple races, and 5% Hispanic or Latino). We found that language gains significantly predicted kindergarten readiness when estimated in isolation (effect = 0.24 SDs, p < .001), but not when gains in letter knowledge and phonological awareness were also included.
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2
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Yoon S, Calabrese JR, Yang J, Logan JAR, Maguire-Jack K, Min MO, Slesnick N, Browning CR, Hamby S. Association between longitudinal patterns of child maltreatment experiences and adolescent substance use. Child Abuse Negl 2024; 147:106533. [PMID: 37995464 PMCID: PMC10842709 DOI: 10.1016/j.chiabu.2023.106533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 10/18/2023] [Accepted: 11/02/2023] [Indexed: 11/25/2023]
Abstract
BACKGROUND Although there is a well-established link between child maltreatment and adolescent substance use, it remains unclear if and how longitudinal patterns of maltreatment experiences are associated with substance use in adolescence. OBJECTIVE The purpose of the study was to examine how distinct patterns of longitudinal maltreatment experiences are associated with adolescent substance use. PARTICIPANTS AND SETTING The participants were 899 adolescents from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). METHODS We conducted repeated measures latent class analysis (RMLCA) to identify patterns of physical abuse, sexual abuse, and neglect from birth to age 17 and their relations to tobacco, alcohol, and marijuana use at age 18. RESULTS RMLCA identified three physical abuse classes (Stable low physical abuse; School age peak physical abuse; Physical abuse primarily in infancy/toddlerhood), two sexual abuse classes (Stable no/low sexual abuse; School age peak sexual abuse), and three neglect classes (High neglect in childhood; Neglect primarily in infancy/toddlerhood; Neglect primarily at school age). Adolescents in the school age peak physical abuse class showed greater alcohol, cigarette, and marijuana use, compared to other physical abuse classes. Similarly, adolescents in the school age peak sexual abuse class showed greater substance use than those in the stable no/low sexual abuse class. Lastly, adolescents in the neglect primarily in infancy/toddlerhood class showed significantly less substance use than those in the other two neglect classes. CONCLUSIONS Findings highlight the importance of early intervention and ongoing maltreatment prevention.
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Affiliation(s)
- Susan Yoon
- College of Social Work, The Ohio State University, Columbus, OH, USA; Department of Social Welfare, College of Social Sciences, Ewha Womans University, Seoul, South Korea.
| | | | - Junyeong Yang
- Quantitative Research, Evaluation and Measurement, College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA
| | - Jessica A R Logan
- Department of Special Education, Vanderbilt University, Nashville, TN, USA
| | | | - Meeyoung O Min
- College of Social Work, University of Utah, Salt Lake City, UT, USA
| | - Natasha Slesnick
- Department of Human Sciences, College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA
| | | | - Sherry Hamby
- Department of Psychology, The University of the South, Sewanee, TN, USA; Life Paths Research Center, Sewanee, TN, USA
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3
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Piasta SB, Logan JAR, Zettler-Greeley CM, Bailet LL, Lewis K, Thomas LJG. Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties. J Learn Disabil 2023; 56:225-240. [PMID: 35189750 DOI: 10.1177/00222194221079355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children's emergent literacy skills when implemented by teachers and community aides in authentic preschool classrooms. We randomly assigned 98 classrooms to one of three conditions (NBS! teacher-implemented, NBS! community aide-implemented, or control). Children enrolled in these classrooms who met eligibility criteria and were identified as at risk via an early literacy screener (n = 281) completed pretest and posttest emergent literacy assessments; those assigned to NBS! conditions received intervention from their classroom teacher or a community aide affiliated with a local kindergarten-readiness initiative. Intent-to-treat analyses showed no significant impacts of NBS! on any outcome, and an instrumental variable, as-treated approach showed one significant intervention effect on letter writing. Consequently, we did not replicate results of prior highly controlled efficacy trials. Findings have implications for revising the NBS! theory of change, conducting dosage and as-treated analyses, and moving research-based interventions toward scale-up.
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Woods AD, Gerasimova D, Van Dusen B, Nissen J, Bainter S, Uzdavines A, Davis‐Kean PE, Halvorson M, King KM, Logan JAR, Xu M, Vasilev MR, Clay JM, Moreau D, Joyal‐Desmarais K, Cruz RA, Brown DMY, Schmidt K, Elsherif MM. Best practices for addressing missing data through multiple imputation. Infant and Child Development 2023. [DOI: 10.1002/icd.2407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/26/2023]
Affiliation(s)
- Adrienne D. Woods
- Center for Learning and Development, Education SRI International Arlington Virginia USA
| | - Daria Gerasimova
- Kansas University Center on Developmental Disabilities University of Kansas Lawrence Kansas USA
| | - Ben Van Dusen
- School of Education Iowa State University Ames Iowa USA
| | - Jayson Nissen
- Nissen Education Research and Design Corvallis Oregon USA
| | - Sierra Bainter
- Department of Psychology University of Miami Coral Gables Florida USA
| | - Alex Uzdavines
- South Central Mental Illness Research Education, and Clinical Center, Michael E. DeBakey VA Medical Center Houston Texas USA
- Menninger Department of Psychiatry and Behavioral Sciences Baylor College of Medicine Houston Texas USA
| | | | - Max Halvorson
- Department of Psychology University of Washington Seattle Washington USA
| | - Kevin M. King
- Department of Psychology University of Washington Seattle Washington USA
| | - Jessica A. R. Logan
- Department of Educational Studies The Ohio State University Columbus Ohio USA
| | - Menglin Xu
- Department of Internal Medicine The Ohio State University Columbus Ohio USA
| | | | - James M. Clay
- Department of Psychology University of Portsmouth Portsmouth UK
| | - David Moreau
- School of Psychology University of Auckland Auckland New Zealand
- Centre for Brain Research University of Auckland Auckland New Zealand
| | - Keven Joyal‐Desmarais
- Department of Health, Kinesiology, and Applied Physiology Concordia University Montreal Quebec Canada
- Montreal Behavioral Medicine Centre Centre intégré universitaire de santé et de services sociaux du Nord‐de‐l'Île‐de‐Montréal Montreal Quebec Canada
| | - Rick A. Cruz
- Department of Psychology Arizona State University Tempe Arizona USA
| | - Denver M. Y. Brown
- Department of Psychology University of Texas at San Antonio San Antonio Texas USA
| | - Kathleen Schmidt
- School of Psychological and Behavioral Sciences Southern Illinois University Carbondale Illinois USA
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Shero JA, Logan JAR, Petrill SA, Willcutt E, Hart SA. The Differential Relations Between ADHD and Reading Comprehension: A Quantile Regression and Quantile Genetic Approach. Behav Genet 2021; 51:631-653. [PMID: 34302587 PMCID: PMC8715540 DOI: 10.1007/s10519-021-10077-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 07/13/2021] [Indexed: 10/20/2022]
Abstract
This paper extends the understanding of the relation between ADHD and reading comprehension, through examining how this relation differs depending on the quantile an individual falls in for each. Samples from three twin projects around the United States were used (Florida Twin Project, Colorado component of International Longitudinal Twin Study of Early Reading Development, & Western Reserve Reading and Math Projects). Phenotypic analysis using quantile regression showed relations between ADHD related behaviors and reading comprehension to be stronger in the lower quantiles of reading comprehension in two of three samples. A new method was developed extending this analysis into the bivariate genetic space. Results of this quantile genetic analysis revealed that overlapping common environmental influences accounted for a larger proportion of variance in the lower quantiles of these variables in two of three samples. Finally, in all three samples the phenotypic relation was strongest when shared environmental influences accounted for a larger proportion of the overall variance.
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Affiliation(s)
- Jeffrey A Shero
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32308, USA.
| | - Jessica A R Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, USA
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, Columbus, OH, USA
| | - Erik Willcutt
- Department of Psychology, University of Colorado Boulder, Boulder, CO, USA
| | - Sara A Hart
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32308, USA
- Florida Center for Reading Research, Tallahassee, FL, USA
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Litkowski EC, Duncan RJ, Logan JAR, Purpura DJ. Corrigendum to "When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge". [J. Exp. Child Psychol. 195 (2020) 104846]. J Exp Child Psychol 2021; 207:105114. [PMID: 33667739 DOI: 10.1016/j.jecp.2021.105114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Ellen C Litkowski
- Department of Human Development and Family Studies, Purdue University, Lafayette, IN 47909, USA.
| | - Robert J Duncan
- Department of Human Development and Family Studies, Purdue University, Lafayette, IN 47909, USA
| | - Jessica A R Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH 43210, USA
| | - David J Purpura
- Department of Human Development and Family Studies, Purdue University, Lafayette, IN 47909, USA
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Abstract
Many research agencies are now requiring that data collected as part of funded projects be shared. However, the practice of data sharing in education sciences has lagged these funder requirements. We assert that this is likely because researchers' generally have not been made aware of these requirements and the benefits of data sharing. Furthermore, data sharing is usually not a part of formal training, so many researchers may be unaware how to properly share their data. Finally, the research culture in education science is often filled with concerns regarding the sharing of data. In this article, we address each of these areas, discussing the wide range of benefits of data sharing, the many ways data can be shared, provide a step by step guide to start sharing data, and responses to common concerns.
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Bates RA, Salsberry PJ, Justice LM, Dynia JM, Logan JAR, Gugiu MR, Purtell KM. Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes. J Child Fam Stud 2020; 29:2330-2341. [PMID: 33584088 PMCID: PMC7880128 DOI: 10.1007/s10826-020-01763-9] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
There is increasing recognition that young children's self-regulation provides a foundation for overall wellness later in life. Yet, infants reared in poverty may exhibit less-developed self-regulation compared to their more advantaged peers. Factors associated with poverty that may influence early self-regulation include maternal depression and parenting self-efficacy. However, few researchers have examined how both parenting self-efficacy and maternal depression may affect young children's self-regulation. The purpose of this study was to investigate the associations among maternal depression, parenting self-efficacy, and infant self-regulation for a racially diverse sample of 142 mother-infant dyads living in low-income households in the United States. Maternal depressive symptomatology was determined with the Edinburgh Postnatal Depressive Scale. Parenting self-efficacy was determined with a self-report measure, reflecting caregivers' mindset or feelings reflecting competency as a parent of an infant. Infant self-regulation was measured by parental report of the Infant Behavior Questionnaire Short Form Effortful Control subscale. While maternal depressive symptomatology and self-efficacy were directly and significantly correlated with infant self-regulation, results of a mediation model suggested that parenting self-efficacy mediated the relationship between maternal depressive symptomatology and infant self-regulation. Lower maternal depressive symptomatology predicted better parenting self-efficacy, in turn predicting better infant self-regulation. This study increases our understanding of how early factors shape the self-regulation of infants reared in low-income homes - highlighting the potential role of targeting parenting self-efficacy for parenting interventions for mothers experiencing depressive symptoms.
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Affiliation(s)
- Randi A Bates
- The Ohio State University Crane Center for Early Childhood Research and Policy
| | - Pamela J Salsberry
- The Ohio State University Crane Center for Early Childhood Research and Policy
| | - Laura M Justice
- The Ohio State University Crane Center for Early Childhood Research and Policy
| | - Jaclyn M Dynia
- The Ohio State University Crane Center for Early Childhood Research and Policy
| | - Jessica A R Logan
- The Ohio State University Crane Center for Early Childhood Research and Policy
| | - Mihaiela R Gugiu
- The Ohio State University Crane Center for Early Childhood Research and Policy
| | - Kelly M Purtell
- The Ohio State University Crane Center for Early Childhood Research and Policy
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9
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Chen J, Lin TJ, Jiang H, Justice LM, Purtell KM, Logan JAR. Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers. Front Psychol 2020; 11:1341. [PMID: 32733312 PMCID: PMC7362686 DOI: 10.3389/fpsyg.2020.01341] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 05/20/2020] [Indexed: 11/13/2022] Open
Abstract
Classroom social networks are influential to young children's cognitive, social-emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceiving classroom social networks. There is also a lack of discussion about the roles of network transformation (converting value networks into binary networks), a required data step for widely used statistical network analyses. This study addressed these issues based on network data of 16 preschool children containing 240 potential dyadic interactions collected from teacher ratings, child nominations, and researcher observations across 44 observation cycles over four school days. Results showed that the three informants were congruent in perceiving the classroom social network, whereas the level of congruency between the teacher-report and the researcher-report networks was the highest. Binary transformation of social networks tended to decrease the level of congruency across informants, although the level of congruency tended to be higher when more stringent binary transformation thresholds were selected.
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Affiliation(s)
- Jing Chen
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Hui Jiang
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Jessica A R Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
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10
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Wade J, Culman SW, Logan JAR, Poffenbarger H, Demyan MS, Grove JH, Mallarino AP, McGrath JM, Ruark M, West JR. Improved soil biological health increases corn grain yield in N fertilized systems across the Corn Belt. Sci Rep 2020; 10:3917. [PMID: 32127596 PMCID: PMC7054259 DOI: 10.1038/s41598-020-60987-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Accepted: 02/04/2020] [Indexed: 12/02/2022] Open
Abstract
Nitrogenous fertilizers have nearly doubled global grain yields, but have also increased losses of reactive N to the environment. Current public investments to improve soil health seek to balance productivity and environmental considerations. However, data integrating soil biological health and crop N response to date is insufficient to reliably drive conservation policy and inform management. Here we used multilevel structural equation modeling and N fertilizer rate trials to show that biologically healthier soils produce greater corn yields per unit of fertilizer. We found the effect of soil biological health on corn yield was 18% the magnitude of N fertilization, Moreover, we found this effect was consistent for edaphic and climatic conditions representative of 52% of the rainfed acreage in the Corn Belt (as determined using technological extrapolation domains). While N fertilization also plays a role in building or maintaining soil biological health, soil biological health metrics offer limited a priori information on a site's responsiveness to N fertilizer applications. Thus, increases in soil biological health can increase corn yields for a given unit of N fertilizer, but cannot completely replace mineral N fertilization in these systems. Our results illustrate the potential for gains in productivity through investment in soil biological health, independent of increases in mineral N fertilizer use.
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Affiliation(s)
- Jordon Wade
- School of Environment & Natural Resources, The Ohio State University, Ohio, USA.
- Department of Crop Sciences, University of Illinois, Urbana-Champaign, Illinois, USA.
| | - Steve W Culman
- School of Environment & Natural Resources, The Ohio State University, Ohio, USA
| | - Jessica A R Logan
- College of Education and Human Ecology, The Ohio State University, Ohio, USA
| | - Hanna Poffenbarger
- Department of Plant and Soil Sciences, University of Kentucky, Kentucky, USA
| | - M Scott Demyan
- School of Environment & Natural Resources, The Ohio State University, Ohio, USA
| | - John H Grove
- Department of Plant and Soil Sciences, University of Kentucky, Kentucky, USA
| | | | - Joshua M McGrath
- Department of Plant and Soil Sciences, University of Kentucky, Kentucky, USA
| | - Matthew Ruark
- Department of Soil Science, University of Wisconsin - Madison, Wisconsin, USA
| | - Jaimie R West
- Department of Soil Science, University of Wisconsin - Madison, Wisconsin, USA
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11
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Koury AJ, Dynia J, Dore R, Logan JAR, Purtell KM, Joy E, Salsberry P. Food Insecurity and Depression among Economically Disadvantaged Mothers: Does Maternal Efficacy Matter? Appl Psychol Health Well Being 2020; 12:432-448. [DOI: 10.1111/aphw.12191] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | | | | | | | | | - Elaine Joy
- The Ohio State University Columbus Ohio USA
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12
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Rhoad-Drogalis A, Dynia JM, Justice LM, Purtell KM, Logan JAR, Salsberry PJ. Neighborhood Influences on Perceived Social Support and Parenting Behaviors. Matern Child Health J 2019; 24:250-258. [PMID: 31865603 DOI: 10.1007/s10995-019-02861-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVES The aim of our study is to explore the relationships between neighborhood context, perceived social support, and parenting for low-income mothers with young infants. METHODS Data were collected during the first three time points from the Kids in Columbus Study, a 5-year longitudinal study on low-income families. Mother-child dyads (n = 228) were recruited from five Women, Infants, and Children Centers located in a Midwestern Metropolitan area. Data for the present study represents mother-child dyads that had completed time point 1 (infant age birth to 3-months), time point 2 (infant age 4 to 7 months), and 3 (infant age 9- to 12-months old). RESULTS Social support and neighborhood quality were associated with both maternal perceptions and observed parenting outcomes. Social support positively predicted maternal perceptions of self-efficacy whereas neighborhood quality was positively related to parent involvement. DISCUSSION Overall, social support and neighborhood quality were related to aspects of parenting in the first year of children's lives. There was no evidence that the association between social support and parenting varied as a function of neighborhood quality. This finding suggests the neighborhood qualities captured in our study do not influence mothers' ability to access social support during infancy.
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Affiliation(s)
- Anna Rhoad-Drogalis
- Wisconsin Center for Education Research, University of Wisconsin, Madison, 1025 West Johnson Street, Madison, WI, 53706, USA.
| | - Jaclyn M Dynia
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, USA
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, USA
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Chaparro-Moreno LJ, Justice LM, Logan JAR, Purtell KM, Lin TJ. The preschool classroom linguistic environment: Children's first-person experiences. PLoS One 2019; 14:e0220227. [PMID: 31390357 PMCID: PMC6685670 DOI: 10.1371/journal.pone.0220227] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2019] [Accepted: 06/27/2019] [Indexed: 11/18/2022] Open
Abstract
The linguistic environment of the classroom is influential to young children’s language development. To date, however, literature on the linguistic environment of child-care centers has largely examined teacher practices or children’s aggregate environment, overlooking the child’s first-person experiences and differentiated experiences within the classroom. In this study we used a new method in the educational setting that captures the learner’s perspective: head-mounted cameras. Thirteen children in one preschool classroom wore a head-mounted camera to capture their first-person experiences in one morning session, including interactions with others and the features of the child-directed speech (CDS) addressed to them. Results revealed that, from children’s personal view, the linguistic environment of the classroom is more dynamic from what previous studies have reported. Children interacted for longer with their teachers than their peers and heard more CDS from them, but for some children peers served as an additional source of language. Further, our analysis highlighted within-classroom variability in language experiences in terms of the properties of the CDS addressed to target children and how they were exposed to this input over time. Results are discussed with respect to peer influence on children’s learning, heterogeneity in learning opportunities in classrooms, and the variability of the linguistic environment over time.
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Affiliation(s)
- Leydi Johana Chaparro-Moreno
- Educational Psychology Program, Department of Educational Studies, Ohio State University, Columbus, Ohio, United States of America
- Crane Center for Early Childhood Research and Policy, Ohio State University, Columbus, Ohio, United States of America
- * E-mail:
| | - Laura M. Justice
- Educational Psychology Program, Department of Educational Studies, Ohio State University, Columbus, Ohio, United States of America
- Crane Center for Early Childhood Research and Policy, Ohio State University, Columbus, Ohio, United States of America
| | - Jessica A. R. Logan
- Crane Center for Early Childhood Research and Policy, Ohio State University, Columbus, Ohio, United States of America
- Quantitative Research, Evaluation and Measurement Program, Department of Educational Studies, Ohio State University, Columbus, Ohio, United States of America
| | - Kelly M. Purtell
- Crane Center for Early Childhood Research and Policy, Ohio State University, Columbus, Ohio, United States of America
- Human Development and Family Science Program, Department of Human Sciences, Ohio State University, Columbus, Ohio, United States of America
| | - Tzu-Jung Lin
- Educational Psychology Program, Department of Educational Studies, Ohio State University, Columbus, Ohio, United States of America
- Crane Center for Early Childhood Research and Policy, Ohio State University, Columbus, Ohio, United States of America
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Justice LM, Ahn WY, Logan JAR. Identifying Children With Clinical Language Disorder: An Application of Machine-Learning Classification. J Learn Disabil 2019; 52:351-365. [PMID: 31064260 DOI: 10.1177/0022219419845070] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In this study, we identified child- and family-level characteristics most strongly associated with clinical identification of language disorder for preschool-aged children. We used machine learning to identify variables that best classified children receiving therapy for language disorder among a sample of 483 3- to 5-year-old children (54% affected). Using a dichotomous outcome based on receipt of language therapy, we applied the least absolute shrinkage and selection operator (LASSO) classification approach to a range of background data available on the children, including teacher and caregiver ratings of communication and social skills. The sample was randomly split into a training (67% of children) and test sample (33% of children) to examine out-of-sample classification accuracy. The full model had excellent classification accuracy based on area under the curve (AUC) of .87 and .85 on the training and test sets, respectively, when utilizing all available background data. Variables most strongly contributing to accurate classification of language-therapy receipt were cognitive impairment, age, gender, and teacher- and parent-reported communication, social, and literacy skills. Use of machine-learning approaches to classify children receiving language services in school settings may provide a valuable approach for identifying those factors that best differentiate children with and without language disorders from a clinical perspective.
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Purpura DJ, Logan JAR, Hassinger-Das B, Napoli AR. Why do early mathematics skills predict later reading? The role of mathematical language. Dev Psychol 2017; 53:1633-1642. [DOI: 10.1037/dev0000375] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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16
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Yeomans-Maldonado G, Justice LM, Logan JAR. The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms. Applied Developmental Science 2017. [DOI: 10.1080/10888691.2017.1321484] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
| | - Laura M. Justice
- The Ohio State University
- Crane Center for Early Childhood Research and Policy
| | - Jessica A. R. Logan
- The Ohio State University
- Crane Center for Early Childhood Research and Policy
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Tompkins V, Logan JAR, Blosser DF, Duffy K. Child language and parent discipline mediate the relation between family income and false belief understanding. J Exp Child Psychol 2017; 158:1-18. [PMID: 28167382 PMCID: PMC6258023 DOI: 10.1016/j.jecp.2017.01.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2016] [Revised: 01/03/2017] [Accepted: 01/04/2017] [Indexed: 11/20/2022]
Abstract
Achieving false belief understanding is an important cognitive milestone that allows children to understand that thoughts and reality can differ. Researchers have found that low-income children score significantly lower than middle-income children on false belief understanding but have not examined why this difference exists. We hypothesized that children's language and parent discipline mediate the income-false belief relation. Participants were 174 3- to 6-year-olds. False belief understanding was significantly correlated with family income, children's vocabulary, parents' self-reported discussion of children's behavior, discussion of emotions, and power assertion. Family income had a significant indirect effect on false belief understanding through children's vocabulary and parent discipline when examined independently, but only through children's vocabulary when using parallel multiple mediation. This study contributes to our knowledge of individual differences in false belief understanding.
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Affiliation(s)
- Virginia Tompkins
- Department of Psychology, The Ohio State University at Lima, Lima, OH 45804, USA.
| | - Jessica A R Logan
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH 43201, USA
| | - Daniel F Blosser
- Department of Psychology, The Ohio State University at Lima, Lima, OH 45804, USA
| | - Kaylin Duffy
- Department of Psychology, The Ohio State University at Lima, Lima, OH 45804, USA
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Schmitt MB, Justice LM, Logan JAR. Intensity of language treatment: contribution to children's language outcomes. Int J Lang Commun Disord 2017; 52:155-167. [PMID: 27377764 DOI: 10.1111/1460-6984.12254] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2015] [Revised: 12/23/2015] [Accepted: 02/07/2016] [Indexed: 05/03/2023]
Abstract
BACKGROUND Treatment intensity is an important factor in designing and delivering treatments to children with language impairment (LI). However, to date very little is understood about cumulative intervention intensity for children with LI in the US public school system. AIMS To examine treatment intensity (dose: time spent on language; frequency: number of sessions; duration: one academic year) as delivered to children with LI within US public schools and to explore its relation to children's language outcomes. METHODS & PROCEDURES A total of 233 children with LI on the caseloads of 73 speech-language pathologists (SLPs) participated. Direct child measures, weekly treatment logs and videotapes were collected to characterize children's language outcomes and treatment experiences. OUTCOMES & RESULTS Children on average received 36 min of treatment during 1.3 treatment sessions per week. Children's language severity did not predict children's treatment intensity. Structural equation modelling indicated a significant interaction between frequency and dose of treatment: children receiving high frequency and low dose, or low frequency and high dose treatment had better outcomes than children receiving high frequency, high dose or low frequency, low dose treatment. CONCLUSIONS & IMPLICATIONS Findings suggest that more intensive language treatment, measured as time, is not necessarily associated with better treatment outcomes.
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Affiliation(s)
- Mary Beth Schmitt
- Texas Tech University Health Sciences Center, Department of Speech, Language and Hearing Sciences, Lubbock, TX, USA
| | - Laura M Justice
- The Ohio State University, Crane Center for Early Childhood Research and Policy, Schoenbaum Family Center, Columbus, OH, USA
| | - Jessica A R Logan
- The Ohio State University, Crane Center for Early Childhood Research and Policy, Schoenbaum Family Center, Columbus, OH, USA
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19
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Schmitt MB, Logan JAR, Tambyraja SR, Farquharson K, Justice LM. Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment. J Speech Lang Hear Res 2017; 60:364-378. [PMID: 28124066 DOI: 10.1044/2016_jslhr-l-15-0273] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2015] [Accepted: 04/28/2016] [Indexed: 05/03/2023]
Abstract
PURPOSE Practitioners, researchers, and policymakers (i.e., stakeholders) have vested interests in children's language growth yet currently do not have empirically driven methods for measuring such outcomes. The present study established language benchmarks for children with typically developing language (TDL) and children with language impairment (LI) from 3 to 9 years of age. METHOD Effect sizes for grammar, vocabulary, and overall language were calculated for children with TDL (n = 20,018) using raw score means and standard deviations from 8 norm-referenced measures of language. Effect sizes for children with LI were calculated using fall and spring norm-referenced language measures for 497 children with LI receiving business-as-usual therapy in the public schools. RESULTS Considerable variability was found in expected change across both samples of children over time, with preschoolers exhibiting larger effect sizes (d = 0.82 and 0.70, respectively) compared with school-age children (d = 0.49 and 0.55, respectively). CONCLUSIONS This study provides a first step toward establishing empirically based language benchmarks for children. These data offer stakeholders an initial tool for setting goals based on expected growth (practitioners), making informed decisions on language-based curricula (policymakers), and measuring effectiveness of intervention research (researchers).
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Affiliation(s)
- Mary Beth Schmitt
- Department of Speech, Language and Hearing Sciences, Health Sciences Center, Texas Tech University, Lubbock
| | - Jessica A R Logan
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Sherine R Tambyraja
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | | | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
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20
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Pentimonti JM, Murphy KA, Justice LM, Logan JAR, Kaderavek JN. School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions. Int J Lang Commun Disord 2016; 51:148-161. [PMID: 26541493 DOI: 10.1111/1460-6984.12193] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2014] [Accepted: 06/01/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. AIMS To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. METHODS & PROCEDURES Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. OUTCOMES & RESULTS Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. CONCLUSIONS & IMPLICATIONS The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention.
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Affiliation(s)
| | - Kimberly A Murphy
- College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA
| | - Laura M Justice
- College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA
| | - Jessica A R Logan
- College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA
| | - Joan N Kaderavek
- Early Childhood, Physical & Special Education, University of Toledo, Toledo, OH, USA
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21
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Purpura DJ, Logan JAR. The nonlinear relations of the approximate number system and mathematical language to early mathematics development. Dev Psychol 2015; 51:1717-24. [PMID: 26436871 DOI: 10.1037/dev0000055] [Citation(s) in RCA: 56] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Both mathematical language and the approximate number system (ANS) have been identified as strong predictors of early mathematics performance. Yet, these relations may be different depending on a child's developmental level. The purpose of this study was to evaluate the relations between these domains across different levels of ability. Participants included 114 children who were assessed in the fall and spring of preschool on a battery of academic and cognitive tasks. Children were 3.12 to 5.26 years old (M = 4.18, SD = .58) and 53.6% were girls. Both mixed-effect and quantile regressions were conducted. The mixed-effect regressions indicated that mathematical language, but not the ANS, nor other cognitive domains, predicted mathematics performance. However, the quantile regression analyses revealed a more nuanced relation among domains. Specifically, it was found that mathematical language and the ANS predicted mathematical performance at different points on the ability continuum. These dual nonlinear relations indicate that different mechanisms may enhance mathematical acquisition dependent on children's developmental abilities.
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Affiliation(s)
- David J Purpura
- Department of Human Development and Family Studies, Purdue University
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22
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Hart SA, Logan JAR, Thompson L, Kovas Y, McLoughlin G, Petrill SA. A latent profile analysis of math achievement, numerosity, and math anxiety in twins. J Educ Psychol 2015; 108:181-193. [PMID: 26957650 DOI: 10.1037/edu0000045] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.
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Affiliation(s)
- Sara A Hart
- The Florida State University and Florida Center for Reading Research
| | - Jessica A R Logan
- The Ohio State University and Crane Center for Early Childhood Research and Policy
| | | | - Yulia Kovas
- Tomsk State University, Social, Genetic, and Developmental Psychiatry Research Centre, Institute of Psychiatry Goldsmiths, University of London
| | - Gráinne McLoughlin
- Institute for Neural Computation, University of California San Diego, Social, Genetic, and Developmental Psychiatry Research Centre, Institute of Psychiatry
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23
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Kovas Y, Garon-Carrier G, Boivin M, Petrill SA, Plomin R, Malykh SB, Spinath F, Murayama K, Ando J, Bogdanova OY, Brendgen M, Dionne G, Forget-Dubois N, Galajinsky EV, Gottschling J, Guay F, Lemelin JP, Logan JAR, Yamagata S, Shikishima C, Spinath B, Thompson LA, Tikhomirova TN, Tosto MG, Tremblay R, Vitaro F. Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Pers Individ Dif 2015; 80:51-63. [PMID: 26052174 PMCID: PMC4372262 DOI: 10.1016/j.paid.2015.02.006] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/23/2014] [Revised: 01/27/2015] [Accepted: 02/04/2015] [Indexed: 11/07/2022]
Abstract
Genes rather than environment contribute to family resemblance in academic motivation. Environmental influences stemmed entirely from individual specific experiences. Attending same vs. different classes did not affect twin similarity in motivation. Results are similar across ages, countries and academic subjects.
Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.
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Affiliation(s)
- Yulia Kovas
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia ; Goldsmiths, University of London, London, UK ; King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK ; Psychological Institute, Russian Academy of Education, Moscow, Russia
| | | | - Michel Boivin
- Université Laval, Québec, Canada ; Tomsk State University, Russia
| | | | - Robert Plomin
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK
| | - Sergey B Malykh
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia ; Psychological Institute, Russian Academy of Education, Moscow, Russia
| | - Frank Spinath
- Department of Psychology, Saarland University, Saarbrücken, Germany
| | - Kou Murayama
- Department of Psychology, University of California, Los Angeles, USA
| | | | - Olga Y Bogdanova
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia
| | | | | | | | - Eduard V Galajinsky
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia
| | | | | | - Jean-Pascal Lemelin
- Département de psychoéducation, Université de Sherbrooke, Sherbrooke, Canada
| | - Jessica A R Logan
- Crane Center for Early Child Research and Policy, The Ohio State University, Columbus, OH, USA
| | - Shinji Yamagata
- National Center for University Entrance Examinations, Tokyo, Japan
| | | | - Birgit Spinath
- Department of Psychology, Heidelberg University, Germany
| | - Lee A Thompson
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA
| | - Tatiana N Tikhomirova
- Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia ; Psychological Institute, Russian Academy of Education, Moscow, Russia
| | | | - Richard Tremblay
- Université de Montréal, Montréal, Canada ; School of Public Health, Physiotherapy and Public Health, University College Dublin, Dublin, Ireland ; Department of Psychology, University of York, UK
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Tambyraja SR, Farquharson K, Logan JAR, Justice LM. Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences. Am J Speech Lang Pathol 2015; 24:177-188. [PMID: 25835599 DOI: 10.1044/2015_ajslp-14-0054] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2014] [Accepted: 12/29/2014] [Indexed: 06/04/2023]
Abstract
PURPOSE Children with language impairment (LI) often demonstrate difficulties with word decoding. Research suggests that child-level (i.e., phonological processing) and environmental-level (i.e., classroom quality) factors both contribute to decoding skills in typically developing children. The present study examined the extent to which these same factors influence the decoding skills of children with LI, and the extent to which classroom quality moderates the relationship between phonological processing and decoding. METHOD Kindergarten and first-grade children with LI (n = 198) were assessed on measures of phonological processing and decoding twice throughout the academic year. Live classroom observations were conducted to assess classroom quality with respect to emotional support and instructional support. RESULTS Hierarchical regression analyses revealed that of the 3 phonological processing variables included, only phonological awareness significantly predicted spring decoding outcomes when controlling for children's age and previous decoding ability. One aspect of classroom quality (emotional support) was also predictive of decoding, but there was no significant interaction between classroom quality and phonological processing. CONCLUSIONS This study provides further evidence that phonological awareness is an important skill to assess in children with LI and that high-quality classroom environments can be positively associated with children's decoding outcomes.
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25
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Piasta SB, Logan JAR, Pelatti CY, Capps JL, Petrill SA. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms. J Educ Psychol 2015; 107:407-422. [PMID: 26257434 DOI: 10.1037/a0037621] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.
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Affiliation(s)
- Shayne B Piasta
- Children's Learning Research Collaborative and School of Teaching and Learning, The Ohio State University
| | - Jessica A R Logan
- Children's Learning Research Collaborative, The Ohio State University
| | | | - Janet L Capps
- Children's Learning Research Collaborative, The Ohio State University
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26
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Petrill SA, Logan JAR, Sawyer BE, Justice LM. It depends: conditional correlation between frequency of storybook reading and emergent literacy skills in children with language impairments. J Learn Disabil 2014; 47:491-502. [PMID: 23263416 DOI: 10.1177/0022219412470518] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The current study examined the association between frequency of storybook reading and emergent literacy in 212 children at risk for language impairment, assessed during the fall semester of kindergarten. Measures included parent-reported storybook reading, as well as direct assessments of print knowledge, letter awareness, and expressive vocabulary. Results suggested nonsignificant to moderate (r = .11 to .25) correlations between frequency of storybook reading and child emergent literacy across the entire range of environment and ability. Quantile regression results suggested that the association was highest at low frequency of storybook reading, particularly for print knowledge, approaching r = .50. Moreover, the association between frequency of storybook reading and emergent literacy was highest at higher levels of emergent literacy for print knowledge, but particularly for letter naming, approaching r = .80. These results suggest that in children with language difficulties, the relationship between aspects of the home environment and emergent literacy is conditional on the quality of the home environment as well as the child's proficiency in emergent literacy skills.
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27
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Schmitt MB, Justice LM, Logan JAR, Schatschneider C, Bartlett CW. Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students' IEPs. J Commun Disord 2014; 52:99-110. [PMID: 25063350 DOI: 10.1016/j.jcomdis.2014.06.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2013] [Revised: 06/09/2014] [Accepted: 06/18/2014] [Indexed: 06/03/2023]
Abstract
UNLABELLED Individual Education Plans (IEPs) are legal documents that guide the treatment of students with language disorder (LD). This exploratory study investigated the extent to which students' symptoms of LD align with goals on their IEPs. A total of 99 kindergarten and first-grade students receiving treatment for LD in the public schools participated. IEPs were collected and coded for each student and norm-referenced measures were used to assess students' grammar, vocabulary, listening comprehension, and literacy skills in the fall of the academic year. Results showed there to be alignment between students' symptoms and IEP goals only in the area of vocabulary, such that students who had an IEP goal for vocabulary had lower scores on a vocabulary assessment than those without a goal. In general, there is limited alignment between observed symptoms of LD and treated symptoms as identified on students' IEPs. The limited alignment found in this study suggests more investigation is needed to understand the extent to which IEP goals, as potential indicators of treatment foci, should map on to students' symptoms. LEARNING OUTCOMES Readers will be able to: (1) explain the theoretical and practical relevance of treatment goals aligning to symptoms for children with language impairment; (2) identify three analytic methods used to investigate alignment between treatment goals and symptoms; and (3) describe the extent to which IEP goals align to children's symptoms in a sample of children receiving services in the public schools.
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Affiliation(s)
- Mary Beth Schmitt
- Crane Center for Early Childhood Research and Policy, The Ohio State University, 220 Schoenbaum Family Center at Weinland Park, 175 E. 7th Avenue, Columbus, OH 43201, United States.
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, 220 Schoenbaum Family Center at Weinland Park, 175 E. 7th Avenue, Columbus, OH 43201, United States.
| | - Jessica A R Logan
- Crane Center for Early Childhood Research and Policy, The Ohio State University, 220 Schoenbaum Family Center at Weinland Park, 175 E. 7th Avenue, Columbus, OH 43201, United States.
| | - Christopher Schatschneider
- Department of Psychology, Florida State University, 1107W. Call Street, Tallahassee, FL 32306-4301, United States.
| | - Christopher W Bartlett
- Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital, The Ohio State University, JW3926, 7000 Children's Drive, Columbus, OH 43205, United States.
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Abstract
There has been a push in recent years for students with disabilities to be educated alongside their typically developing peers, a practice called inclusion. In this study, we sought to determine whether peer effects operate within early-childhood special-education (ECSE) classrooms in which preschoolers with disabilities are educated alongside typical peers. Peer effects specific to language growth were assessed for 670 preschoolers (mean age = 52 months) in 83 ECSE classrooms; 55% of the children had disabilities. We found that the average language skills of classmates, as assessed in the fall of the year, significantly predicted children’s language skills in the spring (after controlling for their relative skill level in the fall); in addition, there was a significant interactive effect of disability status (i.e., the presence or absence of a disability) and peers’ language skills. Peer effects were the least consequential for children without disabilities whose classmates had relatively strong language skills, and the most consequential for children with disabilities whose classmates had relatively poor language skills.
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Affiliation(s)
- Laura M. Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University
| | - Jessica A. R. Logan
- Crane Center for Early Childhood Research and Policy, The Ohio State University
| | - Tzu-Jung Lin
- Department of Educational Studies, The Ohio State University
| | - Joan N. Kaderavek
- Department of Early Childhood, Physical, and Special Education, University of Toledo
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Abstract
PURPOSE The existing literature on language outcomes in children born prematurely focuses almost exclusively on standardized test scores rather than discourse-level abilities. The authors of this study looked longitudinally at school-age language outcomes and potential moderating variables for a group of twins born prematurely versus a control group of twins born at full term, analyzing both standardized test results and language sample data from the population-based Western Reserve Reading Project (WRRP; Petrill, Deater-Deckard, Thompson, DeThorne, & Schatschneider, 2006). METHOD Fifty-seven children born prematurely, at ≤32 weeks or <1,500 g, were compared with 57 children born at full term and were matched for age, gender, race, and parental education. Data included discourse-level language samples and standardized test results, collected at average ages 7, 8, and 10 years. The language samples were analyzed to yield a number of semantic and syntactic measures that were consolidated via factor analysis. RESULTS Regression models showed significant differences between the 2 groups for standardized test results, although the mean score for both groups fell in the normal range. For the discourse-level language measures, however, differences never reached statistical significance. Parental education was significantly associated with improved standardized test scores. CONCLUSIONS These findings suggest that in the absence of frank neurological impairment, sophisticated semantic and syntactic skills may be relatively intact in the discourse-level language of children born prematurely. Implications for assessment, particularly the potential role of attention and executive function in standardized testing tasks, are reviewed.
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Biancone TL, Farquharson K, Justice LM, Schmitt MB, Logan JAR. Quality of language intervention provided to primary-grade students with language impairment. J Commun Disord 2014; 49:13-24. [PMID: 24731592 DOI: 10.1016/j.jcomdis.2014.03.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2013] [Revised: 02/28/2014] [Accepted: 03/15/2014] [Indexed: 06/03/2023]
Abstract
UNLABELLED This study had two aims: (a) to describe the quality of language intervention provided by school-based speech-language pathologists (SLPs) to children with language impairment in the primary grades with respect to the quality of emotional support, instructional support, and proactive management during SLP-child interactions, and (b) to determine if key characteristics of the SLPs are predictors of variance in intervention quality. Participants were 174 children nested within 40 SLPs' caseloads from various districts in two Midwestern states involved in a larger study of speech-language therapy practices in the public schools. A total of 208 videotaped language intervention sessions were coded for emotional support, instructional support, and proactive management using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). The quality of language intervention varied widely and was generally mid-range to high with respect to emotional support and proactive management, and low to mid-range in terms of instructional support. The quality of interactions varied and a large percentage of the observed variance in quality was attributed to SLPs. Time pressure was a strong predictor of the quality of emotional support, instructional support, and proactive management, and job satisfaction was a significant predictor of instructional support and proactive management. This descriptive information about school-based language intervention highlights the impact of the individual SLP in terms of the quality of the interactions taking place and the potential need to ease job pressures and promote job satisfaction. LEARNING OUTCOMES Readers will be able to: (1) identify and define three aspects of SLP-child interaction quality during intervention as framed in this study using the CLASS observation tool (Pianta, La Paro, et al., 2008); (2) discuss the relevance of those three aspects of quality to children with LI; and (3) identify SLP-level factors that significantly predict SLP-student interaction quality during intervention for children with LI.
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Tambyraja SR, Schmitt MB, Justice LM, Logan JAR, Schwarz S. Integration of literacy into speech-language therapy: a descriptive analysis of treatment practices. J Commun Disord 2014; 47:34-46. [PMID: 24485598 DOI: 10.1016/j.jcomdis.2014.01.004] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2013] [Revised: 01/03/2014] [Accepted: 01/09/2014] [Indexed: 06/03/2023]
Abstract
PURPOSE The purpose of the present study was: (a) to examine the extent to which speech-language therapy provided to children with language disorders in the schools targets code-based literacy skills (e.g., alphabet knowledge and phonological awareness) during business-as-usual treatment sessions, and (b) to determine whether literacy-focused therapy time was associated with factors specific to children and/or speech-language pathologists (SLPs). METHOD Participants were 151 kindergarten and first-grade children and 40 SLPs. Video-recorded therapy sessions were coded to determine the amount of time that addressed literacy. Assessments of children's literacy skills were administered as well as questionnaires regarding characteristics of SLPs (e.g., service delivery, professional development). RESULTS Results showed that time spent addressing code-related literacy across therapy sessions was variable. Significant predictors included SLP years of experience, therapy location, and therapy session duration, such that children receiving services from SLPs with more years of experience, and/or who utilized the classroom for therapy, received more literacy-focused time. Additionally, children in longer therapy sessions received more therapy time on literacy skills. CONCLUSIONS There is considerable variability in the extent to which children received literacy-focused time in therapy; however, SLP-level factors predict time spent in literacy more than child-level factors. Further research is needed to understand the nature of literacy-focused therapy in the public schools. LEARNING OUTCOMES Readers will be able to: (a) define code-based literacy skills, (b) discuss the role that speech-language pathologists have in fostering children's literacy development, and (c) identify key factors that may currently influence the inclusion of literacy targets in school-based speech-language therapy.
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Abstract
Linear regression analysis is one of the most common techniques applied in developmental research, but only allows for an estimate of the average relations between the predictor(s) and the outcome. This study describes quantile regression, which provides estimates of the relations between the predictor(s) and outcome, but across multiple points of the outcome's distribution. Using data from the High School and Beyond and U.S. Sustained Effects Study databases, quantile regression is demonstrated and contrasted with linear regression when considering models with: (a) one continuous predictor, (b) one dichotomous predictor, (c) a continuous and a dichotomous predictor, and (d) a longitudinal application. Results from each example exhibited the differential inferences which may be drawn using linear or quantile regression.
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Affiliation(s)
- Yaacov Petscher
- Florida Center for Reading Research Florida State University
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Logan JAR, Hart SA, Cutting L, Deater-Deckard K, Schatschneider C, Petrill S. Reading development in young children: genetic and environmental influences. Child Dev 2013. [PMID: 23574275 DOI: 10.1111/cdev.12104"] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word-level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique.
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Logan JAR, Hart SA, Cutting L, Deater-Deckard K, Schatschneider C, Petrill S. Reading development in young children: genetic and environmental influences. Child Dev 2013; 84:2131-44. [PMID: 23574275 DOI: 10.1111/cdev.12104] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word-level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique.
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Hart SA, Logan JAR, Soden-Hensler B, Kershaw S, Taylor J, Schatschneider C. Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading. Dev Psychol 2013; 49:1971-81. [PMID: 23294149 DOI: 10.1037/a0031348] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development.
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Affiliation(s)
- Sara A Hart
- Department of Psychology and Florida Center for Reading Research, Florida State University
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Logan JAR, Petrill SA, Hart SA, Schatschneider C, Thompson LA, Deater-Deckard K, DeThorne LS, Bartlett C. Heritability across the distribution: an application of quantile regression. Behav Genet 2011; 42:256-67. [PMID: 21877231 DOI: 10.1007/s10519-011-9497-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2010] [Accepted: 08/11/2011] [Indexed: 11/24/2022]
Abstract
We introduce a new method for analyzing twin data called quantile regression. Through the application presented here, quantile regression is able to assess the genetic and environmental etiology of any skill or ability, at multiple points in the distribution of that skill or ability. This method is compared to the Cherny et al. (Behav Genet 22:153-162, 1992) method in an application to four different reading-related outcomes in 304 pairs of first-grade same sex twins enrolled in the Western Reserve Reading Project. Findings across the two methods were similar; both indicated some variation across the distribution of the genetic and shared environmental influences on non-word reading. However, quantile regression provides more details about the location and size of the measured effect. Applications of the technique are discussed.
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Affiliation(s)
- Jessica A R Logan
- Department of Human Development and Family Science, College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA.
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Abstract
Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
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Logan JAR, Petscher Y. School profiles of at-risk student concentration: differential growth in oral reading fluency. J Sch Psychol 2010; 48:163-86. [PMID: 20159224 DOI: 10.1016/j.jsp.2009.12.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2008] [Revised: 12/09/2009] [Accepted: 12/10/2009] [Indexed: 11/28/2022]
Abstract
The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability.
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