Home Catalogue search

eng

Refine your search:

Search in the Catalogues and Directories






	Sort by
Simple Search

Page: 1...3 4 5 6 7 8 9 10 11...127

Hits 121 – 140 of 2.531

121	Culture-specific links between maternal executive function, parenting, and preschool children's executive function in South Korea.
	Lee, Min Kyung; Baker, Sara; Whitebread, David. - : Wiley, 2018. : Br J Educ Psychol, 2018
	BASE
	Show details

122	Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort.
	Clegg, Judy; J Peters, Tim; Rush, Robert; Roulstone, Sue; Law, James
	In: eissn: 1460-6984 (2018)
	Abstract: From PubMed via Jisc Publications Router. ; History: received 2017-05-19, revised 2018-10-01, accepted 2018-10-23 ; Publication status: aheadofprint ; An association between social disadvantage and early language development is commonly reported in the literature, but less attention has been paid to the way that different aspects of social disadvantage affect both expressive and receptive language in the first 2 years of life. To examine the contributions of gender, parental report of early language skills and proximal social variables (the amount of stimulation in the home, the resources available to the child and the attitudes/emotional status of the primary carer and the support available to him/her) controlling for distal social variables (family income and maternal education) to children's expressive and receptive language development at 2 years in a community ascertained population cohort. Data from 1314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analyzed. Multivariable regression models identified the contribution of proximal (what parents do with their children) measures of social disadvantage adjusting for more distal (e.g., family income and material wealth) measures as well as early language development at 15 months to the development of verbal comprehension, expressive vocabulary and expressive grammar (word combinations) at 2 years of age. In the final multivariable models gender, earlier language and proximal social factors, co-varying for distal factors predicted 36% of the variance for expressive vocabulary, 22% for receptive language and 27% for word combinations at 2 years. Language development at 15 months remained a significant predictor of outcomes at 24 months. Environmental factors were associated with both expressive scales but the picture was rather more mixed for receptive language suggesting that there may be different mechanisms underlying the different processes. This study supports the argument that social advantage makes a strong contribution to children's language development in the early years. The results suggest that what parents/carers do with their children is critical even when structural aspects of social disadvantage such as family income and housing have been taken into consideration although this relationship varies for different aspects of language. This has the potential to inform the targeting of public health interventions focusing on early language and pre-literacy skills on the one hand and home learning environments on the other and, potentially, the two in combination. [Abstract copyright: © 2018 Royal College of Speech and Language Therapists.]
	Keyword: Avon Longitudinal Study of Parents and Children (ALSPAC); expressive language; language comprehension; parents; social disadvantage
	URL: https://eresearch.qmu.ac.uk/handle/20.500.12289/9117 https://doi.org/10.1111/1460-6984.12442 https://hdl.handle.net/20.500.12289/9117
	BASE
	Hide details

123	Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
	Law, James; Clegg, Judy; Rush, Robert. - : Wiley, 2018
	BASE
	Show details

124	Parents' experiences of learning and using key word sign
	Allan, Elizabeth; Dark, Leigha (R19913); Brownlie, Elizabeth. - : Melbourne, Vic., Speech Pathology Australia, 2018
	BASE
	Show details

125	Perceptions of the Use of Cued Speech in an Inclusive High School Context in Quebec
	Dupont, Audrey; Beauregard, France; Makdissi, Hélène
	In: Exceptionality Education International (2018)
	BASE
	Show details

126	The Identification and Participation of Latino Students in Advanced Mathematics Courses
	Blanchard, Myrna Elizabeth. - : University of North Texas, 2018
	BASE
	Show details

127	Do Parents Model Gestures Differently When Children's Gestures Differ?
	Özçalışkan, Ş.; Adamson, L.B.; Dimitrova, N....
	In: Journal of autism and developmental disorders, vol. 48, no. 5, pp. 1492-1507 (2018)
	BASE
	Show details

128	ATTACHMENT IN INFANTS WITH CLEFT LIP AND/OR PALATE: MARGINAL SECURITY AND ITS CHANGES OVER TIME.
	Borghini, A.; Despars, J.; Habersaat, S....
	In: Infant mental health journal, vol. 39, no. 2, pp. 242-253 (2018)
	BASE
	Show details

129	Implications of parents’ work travel on youth adjustment
	Wheeler, Lorey; Zvonkovic, Anisa M.; Swenson, Andrea R....
	In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2018)
	BASE
	Show details

130	The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait
	Alsuhail, Saffa Z A J Zaid. - : University of North Texas, 2018
	BASE
	Show details

131	HOW SOCIO-ECONOMIC STATUS CONTRIBUTES TO PARENTS’ VIEWS ON ENGLISH TEACHING FOR YOUNG LEARNERS
	Bambang Harmanto
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 5, Iss 2, Pp 279-298 (2018) (2018)
	BASE
	Show details

132	Parental Views of Minority Language Instruction in a Spanish Enrichment Program and for English Language Learners
	Shabazian, Ani; Ramos, Francisco
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 30, 2018, pags. 71-87 (2018)
	BASE
	Show details

133	Project-based learning : stakeholders' perceptions and student achievement impact ; PBL : perceptions and student achievement impact ; Project based learning
	Gies, Shelley G.. - 2017
	BASE
	Show details

134	An internal process evaluation of the storytime project: a parental dialogic story-reading programme
	Kiely, Joan. - : Dublin City University. Institute of Education, 2017
	In: Kiely, Joan (2017) An internal process evaluation of the storytime project: a parental dialogic story-reading programme. Doctor of Education thesis, Dublin City University. (2017)
	BASE
	Show details

135	Supporting young children's mathematical register learning in two languages: ICT possibilities
	Lange, Troels; Meaney, Tamsin
	In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01937309 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
	BASE
	Show details

136	Attune With Baby: An Innovative Attunement Program for Parents and Families With Integrated Evaluation
	Lohre, Sara Beth
	In: Dissertations & Theses (2017)
	BASE
	Show details

137	Emirati parents of gifted students: a study of role construction and involvement ...
	Fecht, Eric Lancaster. - : University of Southern California Digital Library (USC.DL), 2017
	BASE
	Show details

138	A case study on the planning and implementation of a dual language immersion program in a K-12 school district ...
	Neumann, Natasha Aino. - : University of Southern California Digital Library (USC.DL), 2017
	BASE
	Show details

139	Attitudes and factors affecting Thai parents’ decision to enroll their children in a bilingual program at a junior high school ...
	Jutarat Anansalung. - : Thammasat University, 2017
	BASE
	Show details

140	Mission en Nouvelle-Calédonie 2010: DVD 8 chapitre 1 partie 2 ...
	Moyse-Faurie, Claire. - : Laboratoire de langues et civilisations à tradition orale, 2017
	BASE
	Show details

Page: 1...3 4 5 6 7 8 9 10 11...127

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern