• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher
  • 
    Year:
    
    • 2019 (4)
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Spelling and reading comprehension (Murphy & Justice, 2019) ... Murphy, Kimberly A.; Justice, Laura M.. - : ASHA journals, 2019 BASE Show details 2 Spelling and reading comprehension (Murphy & Justice, 2019) ... Murphy, Kimberly A.; Justice, Laura M.. - : ASHA journals, 2019 BASE Show details 3 The preschool classroom linguistic environment: Children’s first-person experiences Chaparro-Moreno, Leydi Johana; Justice, Laura M.; Logan, Jessica A. R.. - : Public Library of Science, 2019 BASE Show details 4 Conditions of Poverty, Parent-Child Interactions, and Toddlers’ Early Language Skills in Low-Income Families Justice, Laura M.; Jiang, Hui; Purtell, Kelly M.; Schmeer, Kammi; Boone, Kelly; Bates, Randi; Salsberry, Pamela J. In: Matern Child Health J (2019) Abstract: OBJECTIVES: The study examined the relations between parent-child interaction in the first year of life to toddlers’ language skills at age 2 years for a sample of children reared in poverty; of specific interest was testing the Family Stress Model, which proposes that the conditions of poverty influence children’s language skills through caregiver well-being (e.g., distress, depression) and interaction dysregulation. METHODS: Participants were from the Kids in Columbus Study, a birth-cohort study of children born to urban families experiencing material hardship. Caregiver questionnaires were collected when the child was 4–7 months to document poverty conditions (maternal hardship, institutional resources), caregiver well-being (depression, distress), and dysregulation in parent-child interactions. The Bayley-III assessed receptive and expressive language skills when the children were 2 years. RESULTS: On average, receptive language skills were nearly 1 SD below the normative mean. Path models showed a significant effect of caregiver-child dysregulated interactions on toddlers’ language skills, and an indirect effect of maternal distress on parent-child interactions and, in turn, toddlers’ language skills. CONCLUSION: This study confirmed the theoretical Family Stress Model as a viable representation of the effects of poverty on the language skills of toddlers reared in homes experiencing socioeconomic disadvantage. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/30649661 https://doi.org/10.1007/s10995-018-02726-9 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6778955/ BASE Hide details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 4 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0