|English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children
Researchers followed 248 bilingual children from prekindergarten to third grade, evaluating them annually to determine predictors of English reading comprehension in third grade. They found that English oral language and word reading were the strongest predictors, but noted “Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension.” The study was conducted by the Language and Reading Research Consortium, and Carol Mesa and Gloria Yeomans-Maldonado of the University of Michigan. Read the abstract here.
Longitudinal Study of Psychiatric Disorders in Offspring of Parents with Bipolar Disorder from Preschool to Adolescence
Children were at increased risk of developing bipolar disorder (BP) if they had a parent with early onset BP and were diagnosed with ADHD before age 6, researchers found. The study was described as the largest and longest prospective longitudinal study on the prevalence of psychiatric disorders in children from preschool through adolescence.
The research involved 116 preschoolers of parents with BD, 53 children with parents with non-BD psychopathology, and 45 with parents deemed healthy. The researchers followed the children an average of 9.6 years.
“Symptoms of BD were scarce among offspring during the preschool years, but increased throughout the school-age period,” according to the study published in the Journal of the American Academy of Child & Adolescent Psychiatry. The authors noted the importance of treating parents with psychopathology, because that also improves the prognosis of their children. They recommended development of early interventions for children to delay or prevent psychopathology onset. Click here to read the study and see the list of researchers.
Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review
Young children with developmental language disorder (DLD) benefit from targeted treatment, according to researchers in Italy who analyzed 27 studies. The evidence “highlights the importance of carrying out timely assessments of linguistic (and, in particular, phonological and morphosyntactic) skills in pre-school children, so as to provide, if necessary, targeted treatment before the start of primary school, while considering the importance of these skills for future school learning,” they wrote.
DLD is the most frequent developmental disorder in childhood, and has a significant negative impact on children’s development, they noted.
“Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term.” Intervention on morphological and syntactic skills has effective results on expressive, but not receptive, skills, they noted. Click here to read the study and see the list of researchers.
Storytelling in early childhood education: Time to go digital
A case study on the use of digitally supported storytelling showed positive outcomes for teachers and young children, according to the researcher. Maila D. H. Rahiem of UIN Syarif Hidayatullah in Indonesia examined a weekly storytelling-art-science club in an early childhood education setting that incorporates digital storytelling activities. The four teachers involved reported that “simple digital technology made storytelling more entertaining, captivating, engaging, communicative and theatrical.” They provided examples of how digital storytelling “actively involves children in the learning process.” Raheim recommended creating more opportunities for teachers to use technology in storytelling. Read the study here.