Research Presentations

Early Word Reading and Reading Comprehension Development Among At-Risk Readers

This study explores the developmental trajectories of word reading and reading comprehension, and their predictors among young at-risk readers. In fall of first grade, 185 students identified as at risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge and vocabulary), domain-general skills (working memory, non-verbal reasoning and processing speed), and word reading and reading comprehension. Word reading and reading comprehension skills were assessed again in spring of grades 1-4. Findings indicate that word reading and reading comprehension showed different developmental trajectories and had different sets of predictors among at-risk young children. Implications are discussed for theory and practice in regard to early reading instructions for at-risk children.

PENG PENG

Assistant Professor

Department of Special Education and Communication Disorders
University of Nebraska — Lincoln

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Getting Ready: Establishing the Evidence for Effective Parent Engagement

The Getting Ready intervention is a relationship-based parent engagement intervention promoting school readiness for families and children birth to age 5, through enhancing adult-child relationships and strengthening collaborative partnerships between early childhood educators and parents. Getting Ready has been rigorously evaluated for over 15 years. This session will highlight Getting Ready strategies and describe positive impacts on children, educators and parents. Translation into the field is currently taking place and lessons will be shared.

LISA KNOCHE Research Associate Professor & Director Nebraska Center for Research on Children, Youth, Families and Schools Nebraska Academy for Early Childhood Research University of Nebraska — Lincoln SUSAN SHERIDAN Professor and Director Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska — Lincoln CHRISTINE MARVIN Professor Department of Special Education and Communication Disorders University of Nebraska — Lincoln

COURTNEY BOISE Graduate Assistant Department of Psychology University of Nebraska — Lincoln TAMMI HECHTNER-GALVIN Project Coordinator, Getting Ready 0-3 Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska — Lincoln HANNAH DE VRIES Research Technician Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska — Lincoln

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How Different Forms of Aggregation May Affect the Relationship Between Teacher Self-Efficacy and Students' Academic Achievement

This study evaluated how different forms of aggregated teachers’ self-efficacy (TSE) affect the relationship between TSE and academic achievement. General and student-specific TSE-scales and standardized tests were administered among 360 third- to sixth-graders and 49 teachers. Results indicated that student-level TSE was positively associated, and classroom-level TSE negatively associated with reading and math. Aggregated student-level TSE was associated with classroom-average mathematics. These results help to better explain variation in student outcomes.

 

KATHLEEN RUDASILL Professor Department of Educational Psychology University of Nebraska — Lincoln MARJOLEIN ZEE Assistant Professor University of Amsterdam

HELMA KOOMEN Professor University of Amsterdam PETER DE JONG Professor University of Amsterdam

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Early Childhood Teachers' Use of Literacy Data to Inform Instruction

This session presents a multiple-case study examining how early childhood teachers use literacy-related data to inform instruction. The range of ways that teachers interact with data and three patterns of data use (rare data use, in-the-moment data use and integrated data use) will be described. Findings demonstrate the real-world practices of teachers and have implications for the way data-related polices are designed while also identifying data use as a potential area for professional development.

RACHEL SCHACHTER

Assistant Professor

Department of Child, Youth and Family Studies
University of Nebraska — Lincoln

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Preschool Science Talk in Action and Reflection (PreSTAR)

This study aims to investigate preschool teachers’ ideas about incorporating science concepts and practice in their classroom practices, changes in their science talk as they observe and reflect on children’s interactions with science materials and their interactions with children, and changes in children’s response to teachers’ use of science talk. We will share preliminary data collected in the U.S. and Brazil focused on professional development strategies promoting reflective practice in science teaching and learning.

 

SOO-YOUNG HONG Associate Professor Department of Child, Youth and Family Studies University of Nebraska — Lincoln ERIN HAMEL Doctoral Student Department of Child, Youth and Family Studies University of Nebraska — Lincoln

ANNA BURTON Doctoral Student Department of Child, Youth and Family Studies University of Nebraska — Lincoln YUENJUNG JOO Doctoral Student Department of Child, Youth and Family Studies University of Nebraska — Lincoln

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Evidence for Using School Readiness Measures in Sub-Saharan Africa

National measurement of children’s development and learning during the pre-primary years is increasing in low- and middle-income countries. The information gained from these measures is used in policy formation on such matters as promoting equity, allocating resources, revising standards and improving teacher training. Thus, establishing validity evidence is critical. This study evaluates psychometric support for a school readiness measure used to assess the development and learning of children living in sub-Saharan Africa.

ABBIE RAIKES Assistant Professor College of Public Health University of Nebraska Medical Center NATALIE KOZIOL Research Assistant Professor Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska — Lincoln

DAWN DAVIS Project Manager Department of Child, Youth and Family Studies University of Nebraska — Lincoln

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Neuro-Psycho-Developmental Status of Infants Born With Congenital Zika Virus Syndrome

This study examines medical factors and neuropsychomotor development of 47 babies, 4 to 20 months of age, born with microcephaly resulting from Congenital Zika Virus infection. All infants had altered cephalic perimeter and phenotypic alterations such as subcortical calcifications, partially sunken skull, arthrogryposis and hypertonia. Mothers of these infants reported babies having a variety of functional challenges including gastrointestinal discomfort, difficulties in swallowing, frequent vomiting, edema, constant crying and insomnia. Implications for clinical practice are presented.

CHRISTINE MARVIN Professor Department of Special Education and Communication Disorders University of Nebraska — Lincoln POMPÉIA VILLACHAN-LYRA Professor Department of Education Federal Rural University of Pernambuco - Brazil LEOPOLDO NELSON FERNANDES BARBOSA Professor Department of Psychology Pernambucana University of Health - Brazil

JULIANA LAÍS PINTO FERREIRA Undergraduate Student Department of Psychology Pernambucana University of Health - Brazil VIVIANE KELLY PAIVA DE FREITAS Undergraduate Student Department of Psychology Pernambucana University of Health - Brazil JULIANA RAMALHO FERNANDES Undergraduate Student Department of Psychology University of Health - Brazil

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Development of the Dimensional Inventory for Child Development Assessment

The overall objective of this research is to develop a multidimensional inventory—the Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI; Dimensional Inventory for Child Development Assessment)—to assess, via mother report, the cognitive, motor, communication and language, and socioemotional development, and adaptive behavior, of young children living in Brazil.

NATALIE KOZIOL Research Assistant Professor Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska — Lincoln DENISE BANDEIRA Professor Department of Psychology Federal University of Rio Grande do Sul LESLIE HAWLEY Research Assistant Professor Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska — Lincoln

EUCLIDES MENDONCA Graduate Student Department of Psychology Federal University of Rio Grande do Sul MÔNIA SILVA Professor Department of Psychology, Federal University of Rio Grande do Sul Department of Psychology, Federal University of São João del-Rei

Two-Generational Approach: A Promising Practice

The Learning Community has successfully designed an early childhood and family learning program (within a public school setting) that simultaneously worked with children, teachers and families (two-generation approach) to achieve shared outcomes. This approach suggests providing and aligning services for parents and children will yield stronger and longer-lasting effects. Preliminary data will be shared that demonstrate the added value that participation in parenting activities with strong early childhood programs has on student outcomes.

BARBARA JACKSON

Professor/Director of Education and Interdisciplinary Center of Program Evaluation

Department of Education and Interdisciplinary Center of Program Evaluation
University of Nebraska Medical Center

JOLENE JOHNSON

Assistant Professor/Associate Director of Education and Interdisciplinary Center of Program Evaluation

Department of Education and Interdisciplinary Center of Program Evaluation
University of Nebraska Medical Center

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How Parents Help Children Develop Talent

Research findings from investigations of talented performers in various domains and the roles their parents played, particularly in early childhood, are presented. Findings confirm that talent is made, not born; within the grasp of most children and families; and dependent on the regulation of controllable environmental factors such as early environment, expert mentoring, deliberate practice, singleness of purpose and center of excellence. Implications for parenting and early childhood education are provided.

KENNETH KIEWRA

Professor

Department of Educational Psychology
University of Nebraska — Lincoln

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