Toddlers' expressive vocabulary outcomes after one year of Parent–Child Home Program services

Manz, Patricia H.; Bracaliello, Catherine B.; Pressimone, Vanessa J.; Eisenberg, Rachel; Gernhart, Amanda L.; Qiong, FU; Zúñiga, César

doi:10.1080/03004430.2015.1025228

Cited by 5 publications

(2 citation statements)

References 34 publications

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“…In four other studies, effects of an adapted version of DR were examined (Aram et al, 2013;Cooper et al, 2014;Ergül et al, 2016;Murray et al, 2016). Three programs were evaluated twice: PCHP (Parent-Child Home Program; Allen et al, 2007;Manz et al, 2016), PRIMER (PRoducing Infant/Mother Ethnic Readers; Cronan et al, 1996;Cronan et al, 1999), and MEES (Migrant Education Even Start; St. Clair & Jackson, 2006;St.…”

Section: Overview Of Program Characteristicsmentioning

confidence: 99%

Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

Fikrat-Wevers

Steensel

Arends

2021

Review of Educational Research

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The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0–6) and to establish which program, sample, study, and measurement characteristics moderate program effects. Outcomes of 48 (quasi-)experimental studies covering 42 different programs revealed a medium average effect of Cohen’s d = 0.50 on immediate posttests and a marginal average effect of Cohen’s d = 0.16 on follow-up measures. Together, effects of different moderator variables indicate that children benefit from targeted programs that focus on a limited set of activities and skills and that are restricted to one (training) context. Additionally, we found larger effects in experimental studies and when researcher-developed tests were used. Our outcomes not only provide guidelines for program developers but also call for more longitudinal research that examines how positive short-term changes as a consequence of program participation can be sustained over time.

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Section: Overview Of Program Characteristicsmentioning

confidence: 99%

Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

Fikrat-Wevers

Steensel

Arends

2021

Review of Educational Research

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“…In considering minority language maintenance, it is therefore necessary to consider the home learning environment as a primary context for language acquisition (Hoff 2006). It is also important to recognise that aspects of this environment may be adjusted to promote language development, and that this can benefit the acquisition of home languages (Manz et al 2016).…”

Section: The Value Of Multilingualismmentioning

confidence: 99%

Minority language development in early childhood: a study of siblings acquiring Bosnian and English in Ireland

Ćatibušić

2019

TEANGA

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This paper considers issues faced by multilingual families in supporting their children’s acquisition of minority home languages. These include the challenges posed by majority language dominance in society and education, limited opportunities for minority language input and interaction, and possible differences in the language acquisition experience of siblings (De Houwer, 2007; Barron-Hauwaert, 2011; Bridges and Hoff, 2014). The paper reports on a comparative case study which investigated the early childhood language development of two siblings acquiring Bosnian and English in Ireland. Based on audio and video recordings of the children in the home environment, it focuses on the acquisition of the minority language, Bosnian, by the eldest and youngest of three sisters. Following a previous study (Finnegan-Ćatibušić, 2006), it compares the children's linguistic development in the minority language and how this may be influenced by discourse patterns in family interaction (Döpke, 1992; Genessee, 2002; 2008). The children's development of biliteracy (Cummins, 2012) and community efforts to promote minority language maintenance are also discussed. Multilingualism is considered from an ecological perspective (Van Lier, 2004; Creese and Blackledge, 2010), exploring steps that families can take to create linguistic environments which support minority language development. This research is set in the context of an increasingly multilingual Ireland, in which migrant languages have been acknowledged as a ‘resource’ by the Department of Education and Skills (DES, 2017). The study shows that children’s multilingual development often occurs outside formal education, in family and community settings. Its findings indicate that, within the education system, there is a need for greater recognition of multilingualism from the early years and for the promotion of multilingual approaches to education (Kirwan, 2013; Ćatibušić and Little, 2014; Cummins, 2015).

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Little Talks: A Modular Treatment Approach for Promoting Infant and Toddler Language Acquisition Through Parents’ Preferences and Competencies

Manz

Ridgard

Ventresco

et al. 2018

Academic Socialization of Young Black and Latino Children

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Toddlers' expressive vocabulary outcomes after one year of Parent–Child Home Program services

Cited by 5 publications

References 34 publications

Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

Minority language development in early childhood: a study of siblings acquiring Bosnian and English in Ireland

Little Talks: A Modular Treatment Approach for Promoting Infant and Toddler Language Acquisition Through Parents’ Preferences and Competencies

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