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DIFICULDADES DE APRENDIZAGEM E INSUCESSO ESCOLAR: uma cooperação internacional entre Itália e Brasil
... Tal vez debido a que estas pueden ser tanto una causa como una consecuencia del fracaso escolar. Las dificultades de aprendizaje tienen causalidad multifactorial (Fonseca, 2004;Correia & Martins, 2005;Coggi & Richiardi, 2013) y los factores pueden ser diferentes en estudiantes diferentes. También pueden tener diferentes efectos sobre las actitudes y comportamiento de los estudiantes de acuerdo con las características individuales de la personalidad (Araújo, Lima & D'Ottaviano, 2013;Alves, 2015;Pässler, Beinicke & Hell, 2015). ...
... Hay alumnos cuyo fracaso escolar está relacionado con problemas en el ámbito de las dificultades de aprendizaje, que surgen de las particularidades de sus aptitudes cognitivas o experiencias emocionales en la familia o con los compañeros. Pero también hay estudiantes en que el fracaso escolar depende exclusivamente de su dedicación al estudio y la falta de motivación para las tareas escolares, ya que en otras tareas, por ejemplo ludicas, demuestran un alto rendimiento (Coggi & Richiardi, 2013;Veríssimo, 2013;Pereira, 2015). ...
... Por lo tanto, los resultados de aprendizaje y en consecuencia el rendimiento académico del estudiante concreto pueden ser explicados por diferentes teorías explícitas: algunos autores recurren a la inteligencia y los procesos cognitivos implicados (Piaget, 1978;Sternberg, 1988;Piletti & Rossato, 2011), otros a la personalidad y sus componentes, principalmente emocional y afectivo, con la participación de la autoestima (Kelly, 1995;Norenzayan, Choi & Nisbett, 1999;Sá, 2017), otros consideran que el problema radica en las creencias y estereotipos sociales (Rodrigo, Rodríguez & Marrero, 1993;Lourenço, 2010). Siendo que otros, con legitimidad teoríca y práctica, dan énfasis al papel de la motivación (Huertas & Agudo, 2003;Souza, 2010;Vianin, 2013;Gabriel & Oliveira, 2014), así como aquellos que entienden que la causa del problema se centra en el proceso de socialización y la educación y el aprendizaje (Kember, 1997;Pozo et al, 1999;Máiquez et al, 2000;Pérez Echevarría et al, 2001;Coggi & Richiardi, 2013;Sá, 2017). Brophy (1988) caracteriza la motivación para aprender como la tendencia de que el estudiante debe asignar significado y valor a las actividades académicas. ...
p>La estructura de la actividad mental y el consiguiente desarrollo de sus componentes funcionalmente afectan la calidad del desempeño de los estudiantes. Esta investigación tuvo como objetivo conocer la diferencia entre algunos detalles estruturales de los niveles psicológicos de la funcionalidad de los alumnos con y sin dificultades de aprendizaje. Investigación de predominancia cuantitativa y de tipología experimental, teniendo por variables independientes la edad, el año escolar, las retenciones escolares, la aptitud cognitiva y la motivación para aprender y por variables dependientes el rendimiento o éxito escolar. La muestra de esta investigación consistió en un contingente de 550 estudiantes: 275 con y 275 sin dificultades de aprendizaje. Los instrumentos metodológicos usados fueron la entrevista psicológica, cuestionários sociodemográficos, de registro del desempeño de los estudiantes en los tres períodos de los dos últimos años escolares y de evaluación de los maestros y de los padres sobre las habilidades de los alumnos para aprender y la motivación para estudiar. Los resultados muestran que los componentes de la actividad de aprendizaje – aptitud cognitiva, compromiso motivacional y éxito educativo – presentan diferencias importantes en el cuadro de intercorrelaciones entre componentes en los alumnos con dificultades de aprendizaje, siendo menor en estos la consistencia de los vínculos entre los diversos componentes estudiados comparado al cuadro presentado en los alumnos sin dificultades de aprendizage. La discusión demuestra y concluye que la conexión menos fuerte entre los componentes, el rendimiento académico y la aptitud para el aprendizaje y la motivación para estudiar, conduce a la mayor dispersión de los níveles de funcionamiento psíquico de los alumnos con dificultades de aprendizaje.</p
The learning is an important aspect in the life of the human, however, the studies has evidenced some occured difficulties during the schooling process. Considering that the writing is the bind of language most requested by the school and is a basic and important issue for the school assessment, this study aimed to search differences among the children in relation with age, gender and the juridical nature of the school. 287 second-third-grade children of both genders, aged from 7 to 10 years and attending at public and private elementary schools in São Paulo were studied. A identification questionnaire and the Escala de Avaliação de Dificuldades na Aprendizagem da Escrita -ADAPE-, were collectively administered in one session in their own classroom. Significant differences were found analyzing the ADAPE total scoring with age, gender and the juridical nature of the school.
EXECUTIVE SUMMARY
1. We report here a study of the effectiveness of a synthetic phonics programme in teaching reading and spelling. Around 300 children in Primary 1 were divided into three groups. One group learnt by the synthetic phonics method, one by the standard analytic phonics method, and one by an analytic phonics programme that included systematic phonemic awareness teaching without reference to print. At the end of the programme, the synthetic phonics taught group were reading and spelling 7 months ahead of chronological age. They read words around 7 months ahead of the other two groups, and were 8 to 9 months ahead in spelling. The other two groups then carried out the synthetic phonics programme, completing it by the end of Primary 1.
2. We have followed the progress of all of these children for 7 years, examining their performance in word reading, spelling and reading comprehension. At the end of Primary 2, the boys performed equally well in word reading, regardless of which method they had started with in Primary 1. However, the girls read words significantly less well if they had started with the standard analytic phonics programme. Furthermore, both boys and girls were behind in spelling if they had started with the standard analytic phonics programme, even if it had been supplemented with systematic phonemic awareness training.
3. At the end of Primary 7, word reading was 3 years 6 months ahead of chronological age, spelling was 1 year 8 months ahead, and reading comprehension was 3.5 months ahead. However, as mean receptive vocabulary knowledge (an index of verbal ability where the average is 100) was 93 at the start of the study, this is a group of children for whom normal performance might be expected to be below average for chronological age on standardised tests. Therefore this may be an underestimate of the gains with this method.
4. In all 35 countries surveyed in an international study, including Scotland, it was found that the boys' reading comprehension was significantly behind that of the girls'. In the present study, the boys' word reading was significantly ahead of that of the girls' from Primary 3 onwards; by the end of the study in Primary 7 they were 11 months ahead of the girls. In spelling, the boys were significantly ahead of the girls in Primaries 4, 6 and 7, being 8.6 months ahead by the end of the study. They were also 3 months ahead of girls in reading comprehension, but this difference was not statistically significant. However although the boys read better than the girls, they nevertheless reported a less favourable attitude to reading.
5. It had been expected that children from disadvantaged homes would perform less well than those from advantaged homes. However, this was not statistically significant for word reading and spelling until Primary 7 (and only marginally so for reading) and was only significant for reading comprehension in Primaries 5 and 7.
6. In the early years of the study, the level of underachievement was very low. For example, in Primary 3, only 0.8% of the children were more than two years behind chronological age in word reading, with 0.4% being behind in spelling, and 1.2% being behind in reading comprehension. However, by Primary 7 this had increased to 5.6% behind in word reading, 10.1% behind in spelling, and 14.0% behind in reading comprehension. It is possible that these levels of underachievement are quite moderate for children with a somewhat below average level of receptive vocabulary knowledge. This could be established by carrying out a study of a control sample learning to read by the standard analytic phonics approach.
7. Teachers and Head Teachers have responded very favourably to the programme, having found that the children's reading and spelling skills are very accelerated, that underachievers can be detected earlier and that the children are very motivated.
8. Overall we conclude that the synthetic phonics approach, as part of the reading curriculum, is more effective than the analytic phonics approach, even when it is supplemented with phonemic awareness training. It also led boys to reading words significantly better than girls, and there was a trend towards better spelling and reading comprehension. There is evidence that synthetic phonics is best taught at the beginning of Primary 1, as even by the end of the second year at school the children in the early synthetic phonics programme had better spelling ability, and the girls had significantly better reading ability.
The primary goals in this chapter are to describe how and why parenting differs across socioeconomic strata. The authors begin the chapter by reviewing the history of research on SES and parenting, including the political and the scientific trends that have shaped that research. They then turn to the literature that describes the relations between SES and parenting, reviewing evidence that the goals parents have for their children, the nature of the emotional relationship parents establish with their children, and the particular practices parents use in rearing their children all vary as a function of SES. Conclusions suggest the evidence indicates that both external and internal factors influence parenting and that multiple causal variables work, separately and in concert, to effect SES-related differences in parenting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this article is to respond to a review of the report Developing Literacy in Second-language Learners: Report of the National Literacy Panel on Language Minority Children and Youth, written by our respected colleague Kathy Escamilla, which appeared in a recent edition of the Journal of Literacy Research. This will also give us the opportunity to offer a brief update of the research on effective reading and writing instruction for English-language learners that has appeared since 2002, the cut-off year for the inclusion of studies in the original panel report.
La présente recension des écrits traite de la problématique du mode de présentation dans l'enseignement de la lecture aux élèves à risque de difficulté d'apprentissage. Traditionnellement, la recherche s'est davantage intéressée au contenu (ce qui est enseigné) qu'au mode de présentation (la façon dont le contenu est présenté), déléguant aux praticiens la difficile tâche d'organiser les services aux élèves. Afin de contribuer à combler cette lacune, nous examinons ici les données disponibles pour trois modes de présentation, soit le un à un, le sous-groupe et l'enrichissement de l'enseignement en grand groupe. Le rôle complémentaire de ces modes de présentation est abordé et les chercheurs sont encouragés à prêter attention au mode de présentation lors du développement d'interventions en lecture.
The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word efficiency as well as on arithmetic, algorithmic computation, and arithmetic word problems. Teacher ratings of inattentive behavior also were collected. Path analysis indicated that arithmetic was linked to algorithmic computation and to arithmetic word problems and that inattentive behavior independently predicted all 3 aspects of mathematics performance. Other independent predictors of arithmetic were phonological decoding and processing speed. Other independent predictors of arithmetic word problems were nonverbal problem solving, concept formation, sight word efficiency, and language. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The published literature on effective teaching and learning practices for struggling students spans at least three fields:
learning difficulties, literacy and numeracy. The literature in each of these fields is already well developed, with any single topic within a field easily able to provide
material for a substantial book. This chapter draws on the key findings from a wide-ranging review of literature across these
fields. The review was undertaken by Gunn (2007) as part of an Australian, large-scale research program investigating the
effectiveness of school interventions in literacy and numeracy for students with learning difficulties
O objetivo da pesquisa é avaliar as relações entre o desempenho acadêmico, o senso de auto-eficácia e os aspectos comportamentais, em 52 criançasde ambos os sexos, na faixa etária de oito anos a onze anos e onze meses, alunos de primeira a quarta série, com nível intelectual pelo menos médio inferior, divididas em: G1-26 crianças com queixa de dificuldade de aprendizagem, encaminhadas a um Ambulatório de Psicologia vinculado a um Hospital Escola; e G2-26 crianças com bom desempenho acadêmico avaliado por teste de Desempenho Escolar. Os instrumentos utilizados foram: Roteiro de Avaliação de Auto-eficácia e Escala Comportamental Infantil A2 de Rutter, além do teste de desempenho escolar. Observou-se que as crianças do G1 apresentaram uma avaliação significativamente mais baixa quanto ao senso de auto-eficácia e seus pais caracterizaram-nas com mais dificuldades comportamentais, comparativamente ao G2. O desempenho acadêmico mostrou-se relacionado ao senso de auto-eficácia e a indicadores de dificuldade comportamentais.
The relationship among working memory, mathematic ability, and the cognitive impairment of children with difficulties in mathematics was examined. A group of children with difficulties in mathematics (MD) was compared with a group of children with a normal level of achievement matched for vocabulary, age, and gender (N = 49). The children were required to perform a variety of working memory and short-term memory tasks that had been administered 1 year previously. Moreover, the children were asked to perform tasks designed to provide information about speed of articulation. The results suggest a general working memory deficit in children with MD, specifically in the central executive component of Baddeley's model and primarily in the ability to inhibit irrelevant information. However, the MD children were not impaired in speech rate and counting speed tasks, which mainly involve the role of the articulatory loop.
The study explored the contribution of working memory (WM) to mathematical problem solving in younger (8-year-old) and older (11-year-old) children. The results showed that (1) significant age-related differences in WM performance were maintained when measures of phonological processing (i.e., digit naming speed, short-term memory, phonological deletion) were partialed from the analysis; (2) WM predicted solution accuracy of word problems independently of measures of problem representation, knowledge of operations and algorithms, phonological processing, fluid intelligence, reading, and math skill; and (3) a second-order WM factor was correlated with problem solving, suggesting that a general or executive system underlies age-related performance. The results were interpreted as support for the notion that the executive system was an important predictor of age-related changes in problem solving beyond the contribution of math and reading skills, and this system operates independently of the phonological system and domain-specific knowledge in predicting solution accuracy.
Provides a longitudinal assessment of skill development in addition for 26 normal and 12 mathematically disabled 1st- or 2nd-grade children. At the first time of measurement, the children solved 40 simple addition problems. 10 mo later, all Ss were readministered the addition task and a measure of working memory resources. Across times of measurement, the normal group showed increased reliance on memory retrieval and decreased reliance on counting to solve the addition problems, as well as an increase in speed of counting and retrieving addition facts from long-term memory. The math-disabled group showed no reliable change in the mix of problem-solving strategies or in the rate of executing the counting or memory retrieval strategies. Finally, reliable differences, favoring the normal group, were found for the index of working memory resources. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The relative effectiveness of 3 instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a 3rd approach that supported the children's regular classroom reading program. The children were provided with 88 hr of one-to-one instruction beginning the second semester of kindergarten and extending through 2nd grade. The most phonemically explicit condition produced the strongest growth in word level reading skills, but there were no differences between groups in reading comprehension. Word level skills of children in the strongest group were in the middle of the average range. Growth curve analyses showed that beginning phonological skills, home background, and ratings of classroom behavior all predicted unique variance in growth of word level skills. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although a variety of professionals regularly evaluate large numbers of children with learning problems, very little exists in the way of uniform standards or approaches, either within or across disciplines. This unique work synthesizes—in one accessible volume—the available information on learning disorders from such relevant disciplines as education, neuropsychology, cognitive psychology, and child psychiatry. Presenting the state of the art in both research and practice, "Diagnosing Learning Disorders" combines a comprehensive review of the etiology and neuropsychology of each disorder with a detailed section on diagnosis and treatment.
Part I covers background issues that are important for understanding subsequent chapters on specific learning disorders. The author provides a neuropsychological framework for the nosology that is used and delineates the validity of the diagnostic approach being proposed. Providing a format for reviewing what is known about each of the disorders, he discusses the clinical processes of making diagnostic decisions and providing feedback. The relationships between symptoms, history, behavioral observations, test data, and the diagnostic conclusion are analyzed. Guidelines for communicating a diagnosis to parents, the children themselves, and other professionals are included.
In Part II, each chapter focuses on a specific learning disorder. These include: dyslexia and other developmental language disorders, attention-deficit hyperactivity disorder, right hemisphere learning disorders, autism spectrum disorder, and acquired memory disorders. Each chapter is divided into two sections, one reviewing the research on the disorder and the other considering differential diagnosis and treatment options. Each chapter offers a basic definition of the disorder and takes into account four levels of analysis: etiology, brain mechanisms, neuropsychological phenotype, and symptoms. Detailed case presentations are provided to help clinicians become more proficient at the differential diagnosis of these common problems of childhood. Rounding out the volume, Part III examines the implications for research and practice.
Both scholarly and clinically practical, "Diagnosing Learning Disorders" is a valuable resource for neuropsychologists, school psychologists, speech and language pathologists, special educators, child psychiatrists, and pediatricians. It also serves as a text for graduate courses on learning disabilities, developmental disabilities, cognitive assessment, and developmental neuropsychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aim of this study was to examine, with a longitudinal study design, the effects of
phonological memory and native language (NL) literacy acquisition on learning English as a
foreign language (FL). The subjects were 160 Finnish school children, who were 7-year-old first
graders at the beginning of the study. Measures in the first grade were NL word recognition and
listening comprehension; in the second grade, word recognition, reading comprehension, and
phonological memory; and in the third grade, FL skills. The main result from the structural
equation modeling was that both NL literacy and phonological memory have positive effects on
FL learning. These skills explained 58% of the variance in English proficiency. Therefore,
proficiency in NL literacy skills is highly significant for FL learning, although the orthographic
regularity varied a lot (Finnish vs. English). On the basis of the results, it can be concluded that
one way to promote FL learning is by diagnosing NL literacy skills early on and by providing
training in NL literacy for at-risk children. In addition, the significant role of phonological
memory in FL learning suggests that training in the FL phonology may enhance competence in
the foreign language.
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working memory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent phonological processing abilities, but letter-name knowledge did. Causal relations between phonological processing abilities and reading-related knowledge are bidirectional: Phonological processing abilities exert strong causal influences on word decoding; letter-name knowledge exerts a more modest causal influence on subsequent phonological processing abilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The way students and teachers evaluate mathematics achievement differs in certain respects. To which causal performance is ascribed determines the teacher's strategy to interact with the student on the one hand and influences the student's willingness to invest additional effort on the other. Certain possible causal factors for success and failure in mathematics and their relation to teacher-student-interaction are discussed in the present article. A rather general cognitive scheme, the teachers reference norm, explains differences between the teacher's perception and assessment of student characteristics and subsequent teaching interventions.
Working memory refers to a mental workspace, involved in controlling, regulating, and actively maintaining relevant information to accomplish complex cognitive tasks (e.g. mathematical processing). Despite the potential relevance of a relation between working memory and math for understanding developmental and individual differences in mathematical skills, the nature of this relationship is not well-understood. This paper reviews four approaches that address the relation of working memory and math: 1) dual task studies establishing the role of working memory during on-line math performance; 2) individual difference studies examining working memory in children with math difficulties; 3) studies of working memory as a predictor of mathematical outcomes; and 4) longitudinal studies of working memory and math. The goal of this review is to evaluate current information on the nature of the relationship between working memory and math provided by these four approaches, and to present some of the outstanding questions for future research.
Early differences in family SES, child language production, and IQ were related to outcomes in early elementary school in the present prospective, 10-year longitudinal study. In a prior study of family interactional variables associated with language learning, major differences in parenting (i.e., time, attention, and talking) were found to be associated with differences in child productive vocabulary between 7 to 36 months of age, and child IQ, favoring higher-SES parents. Lower-SES children were exposed less often than higher-SES children to diverse vocabulary through their parents' attention and talking, and they were prohibited from talking more often. In the current study, 32 children involved in the earlier study were repeatedly assessed between 5 to 10 years of age, while in kindergarten through third grade. Results indicated that SES-related differences in child language prior to school were predictive of subsequent verbal ability, receptive and spoken language, and academic achievement assessed on standardized tests in kindergarten through grade 3. However, none of the predictor variables were related to direct measures of elementary schooling. When combined with a composite SES indicator, early child language production significantly increased the variance accounted for in the prediction of elementary language and academic competencies in each subsequent year in elementary school. Implications are discussed in terms of the stability of performance on language and academic performance measures of children who entered school with different early language learning experiences, and the need to consider early home- and school-based intervention designed to prevent or ameliorate these trends.
In a prospective study of child development in relation to early-life otitis media, we administered the MacArthur Communicative Development Inventories (CDI) to a large (N = 2,156), sociodemographically diverse sample of 1- and 2-year-old children. As a prerequisite for interpreting the CDI scores, we studied selected measurement properties of the inventories. Scores on the CDI/Words and Gestures (CDI-WG), designed for children 8 to 16 months old, and on the CDI/Words and Sentences (CDI-WS), designed for children 16 to 30 months old, increased significantly with months of age. On several scales of both CDI-WG and CDI-WS, standard deviations approximated or exceeded mean values, reflecting wide variability in results. Statistically significant differences in mean scores were found according to race, maternal education, and health insurance status as an indirect measure of income, but the directionality of differences was not consistent across inventories or across scales of the CDI-WS. Correlations between CDI-WG and CDI-WS ranged from .18 to .39. Our findings suggest that the CDI reflects the progress of language development within the age range 10 to 27 months. However, researchers and clinicians should exercise caution in using results of the CDI to identify individual children at risk for language deficits, to compare groups of children with different sociodemographic profiles, or to evaluate the effects of interventions.
This paper considers two pertinent strands in the contemporary immigrant mental health literature: 1) the distinction made between stressors that are endemic to most immigrant experiences vs. those migration stressors that precipitate trauma per se; and 2) clinical guidelines that continue to refine the assessment of immigrants' presenting mental health problems, given the provision of services in institutions that are foreign to both the language and idioms of distress of the populations being served. Case vignettes highlight the research findings and practice recommendations.
Elevated rates of attention deficit and overactivity have been noted previously in samples of institution-reared children. This study examined the hypothesis that inattention/overactivity(I/O) might constitute a specific deprivation syndrome. One hundred and sixty five children adopted at varying ages (e.g., 0-42 months of age) into the UK following severe early deprivation were compared with 52 within-UK adoptees who did not suffer deprivation. The children were rated by teachers and parents on levels of I/O, conduct difficulties, and emotional difficulties using the Revised Rutter Scales. Data were collected at age 6 for the entire sample and at age 4 for the UK adoptees and for the subsample of Romanian children who entered the UK before the age of 2 years. Mean level analyses suggested a significant effect of duration of deprivation on I/O, but not on conduct or emotional difficulties. The effects of duration of deprivation were specific to I/O and were not accounted for by low birth weight, malnutrition, or cognitive impairment. Levels of I/O correlated with attachment disturbances. Furthermore, the effects of duration of deprivation on I/O did not attenuate over time. We conclude that I/O may well constitute an institutional deprivation syndrome, but that the type of attention deficit and overactivity exhibited by these children may present a different clinical picture from that of "ordinary" varieties of attention deficit disorder or hyperkinetic syndrome.
Poor children confront widespread environmental inequities. Compared with their economically advantaged counterparts, they are exposed to more family turmoil, violence, separation from their families, instability, and chaotic households. Poor children experience less social support, and their parents are less responsive and more authoritarian. Low-income children are read to relatively infrequently, watch more TV, and have less access to books and computers. Low-income parents are less involved in their children's school activities. The air and water poor children consume are more polluted. Their homes are more crowded, noisier, and of lower quality. Low-income neighborhoods are more dangerous, offer poorer municipal services, and suffer greater physical deterioration. Predominantly low-income schools and day care are inferior. The accumulation of multiple environmental risks rather than singular risk exposure may be an especially pathogenic aspect of childhood poverty.
The working memory (WM) processes that underlie young children's (ages 6-8 years) mathematical precociousness were examined. A battery of tests that assessed components of WM (phonological loop, visual-spatial sketch pad, and central executive), naming speed, random generation, and fluency was administered to mathematically precocious and average-achieving children. The results showed that (a) precocious children performed better on executive processing, inhibition, and naming speed tasks than did average-achieving children, although the two groups were statistically comparable on measures of the phonological loop and visual-spatial sketch pad, and (b) the executive component of WM predicted mathematical accuracy independent of chronological age, reading, inhibition, and naming speed. The results support the notion that the executive system is an important predictor of children's mathematical precociousness and that this system can operate independent of individual differences in the phonological loop, inhibition, and reading in predicting mathematical accuracy.
In this investigation, we examine the impact of the ecological context of the residential neighborhood on the cognitive development of children by considering social processes not only at the family-level but also at the neighborhood-level. In a socioeconomically diverse sample of 200 African American children living in 39 neighborhoods in Baltimore, we found that neighborhood poverty was associated with poorer problem-solving skills over and above the influence of family economic resources and level of positive parent involvement. Sampson has theorized that neighborhood poverty affects child well-being by altering levels of neighborhood social capital as well as family social capital. Although we found that indicators of neighborhood and family social capital were associated with cognitive skills, these factors did not explain the association between neighborhood poverty and problem-solving ability. Implications for future research in the area of neighborhoods and child development are discussed.
About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.
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