Relationship between emergent literacy and early social–emotional development in preschool children from low-income backgrounds

Tan, Minghua; Dobbs-Oates, Jennifer

doi:10.1080/03004430.2012.729051

Cited by 11 publications

(3 citation statements)

References 14 publications

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“…The results demonstrated that compared with typically developing children, children with speech-language impairments experienced more frequent and more severe emotional and behavioral symptoms and attention deficit hyperactive disorders. This association between language and behavior has also been confirmed in studies that considered representative samples of children (Chow & Wehby, 2018;Maggio et al, 2014;Qi et al, 2019;Tan & Dobbs-Oates, 2013). For instance, Chow and Wehby (2018) conducted a correlational meta-analysis of 19 studies.…”

Section: The Comorbidity Between Language Development and Challengingmentioning

confidence: 59%

Examining the Bidirectional Relations Between Language and Behavior in Head Start Children

Zeng

Chen

et al. 2020

Topics in Early Childhood Special Education

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The purpose of this study is to examine the bidirectional relationship between children’s language development and challenging behaviors as well as the moderating roles of gender and race/ethnicity. We conducted a number of structural equation modeling analyses with a national representative sample ( N = 2,462) of Head Start children from the 2014 Head Start Family and Child Experiences Survey. Results suggest that there is no bidirectional relationship between vocabulary development and challenging behavior in the full sample. However, gender, race/ethnicity, and the interaction between the two moderate associations between language and behavior.

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Section: The Comorbidity Between Language Development and Challengingmentioning

confidence: 59%

Examining the Bidirectional Relations Between Language and Behavior in Head Start Children

Zeng

Chen

et al. 2020

Topics in Early Childhood Special Education

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“…Traditional rating scales measuring preschool externalizing and internalizing behaviors are found to be negatively associated with language (e.g., expressive and receptive language skills) and literacy skills (e.g., phonological awareness and letter knowledge) in low-income samples (Bichay-Awadalla et al, 2019; Bulotsky-Shearer et al, 2011, 2012; Curby et al, 2015; McDermott et al, 2013; Reyes et al, 2020; Roy & Raver, 2014; Qi, van Horn, et al, 2019; Tan & Dobbs-Oates, 2013). Preschool challenging behaviors also are associated negatively with language and literacy in kindergarten (Hartman et al, 2017).…”

Section: Preschool Challenging Behaviors and Language And Literacy Skmentioning

confidence: 99%

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

Bulotsky‐Shearer

Bichay‐Awadalla

Bailey

et al. 2020

Topics in Early Childhood Special Education

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Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

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“…Poor language and literacy skills are associated with poor socio-emotional development and academic achievement [7,8]. Therefore, an intervention to support language and literacy development for children who are D/HH is needed [9].…”

Section: Introductionmentioning

confidence: 99%

Study protocol for Hear Me Read (HMR): A prospective clinical trial assessing a digital storybook intervention for young children who are deaf or hard of hearing

Miller,

Boone,

Pattisapu

et al. 2024

PLoS ONE

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Since the early 2000’s, digital reading applications have enhanced the language and literacy skills of typically hearing young children; however, no digital storybook intervention currently exists to scaffold the early language and literacy skills of their peers who are deaf or hard of hearing. To address this gap, our research team developed a novel digital storybook intervention called Hear Me Read with the aim of enhancing the therapeutic, language, and literacy benefits of speech-language therapy. This prospective clinical trial (registered at clinicaltrials.gov, NCT#: 05245799) aims to determine the efficacy of adding Hear Me Read to in-person speech-language therapy for children aged three to five years who are deaf or hard of hearing. Fifty caregivers, their child, and their child’s treating speech-language pathologist participate in the trial for 12 months. In the first six months, children attend standard-of-care speech-language therapy sessions. In the second six months, children continue to attend standard-of-care speech-language therapy sessions and use the Hear Me Read application, via a study supplied iPad. The primary outcome of this trial is that, compared to in-person speech-language therapy alone, in-person speech-language therapy with Hear Me Read will improve vocabulary, speech, and language outcomes in children aged three to five years who are deaf or hard of hearing. The secondary outcome is that, compared to in-person speech-language therapy alone, in-person speech-language therapy with Hear Me Read will improve literacy outcomes in children aged three to five years who are deaf or hard of hearing. The goal of this intervention is to help children who are deaf or hard of hearing achieve their vocabulary, speech, language, and literacy goals through interactive digital storybook reading.

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Relationship between emergent literacy and early social–emotional development in preschool children from low-income backgrounds

Cited by 11 publications

References 14 publications

Examining the Bidirectional Relations Between Language and Behavior in Head Start Children

Examining the Bidirectional Relations Between Language and Behavior in Head Start Children

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

Study protocol for Hear Me Read (HMR): A prospective clinical trial assessing a digital storybook intervention for young children who are deaf or hard of hearing

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