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The Parable of the Sower and the Long-Term Effects of Early Reading
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Suggate, Sebastian P. – European Early Childhood Education Research Journal, 2015
Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality). The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative…
Descriptors: Early Reading, Reading Skills, Prediction, Child Development
Early Visual Language Exposure and Emergent Literacy in Preschool Deaf Children: Findings from a National Longitudinal Study
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Allen, Thomas E.; Letteri, Amy; Choi, Song Hoa; Dang, Daqian – American Annals of the Deaf, 2014
A brief review is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual language as a critical precursor to the acquisition of…
Descriptors: Deafness, Hearing Impairments, Preschool Children, Longitudinal Studies
Social Equity Theory and Racial-Ethnic Achievement Gaps
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McKown, Clark – Child Development, 2013
In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process,…
Descriptors: Racial Differences, School Readiness, Academic Achievement, Achievement Gap
Hypothesis Theory and the Development of Conceptual Learning.
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Tumblin, Anita; Gholson, Barry – Psychological Bulletin, 1981
Examines five general issues related to research on children's use of hypotheses during problem solving: (1) types of hypotheses and how they are detected, (2) the acquisition of hypotheses through cognitive or conditioning mechanisms, (3) learning, sampling assumptions, and rule-guided behavior, (4) feedback variables, and (5) subject variables.…
Descriptors: Age Differences, Child Development, Children, Cognitive Ability
Affective Disorders in Children and Adolescents.
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Kovacs, Maria – American Psychologist, 1989
Reviews recent developments in the following areas of research on affective disorders and related syndromes in the preadult years: (1) psychiatric and diagnostic (nonbiological) studies; (2) hypothesis-testing and causal-explanation studies; and (3) studies of developmental psychopathology. Indicates directions for future research. (Author/BJV)
Descriptors: Adolescents, Affective Behavior, Attribution Theory, Behavior Problems
Some Perceptual Prerequisites for Reading.
Frith, Uta; Vogel, Juliet M. – 1980
The two chapters of this monograph deal with the issue of the existence of a perceptual grammar that influences reading proficiency, particularly initial reading proficiency. The first chapter indicates the importance of studying reading and writing in terms of readers' and writers' knowledge of visuo-spatial processing rules. It discusses…
Descriptors: Beginning Reading, Child Development, Concept Formation, Developmental Stages