Cerebellar Activation During Reading Tasks: Exploring the Dichotomy Between Motor vs. Language Functions in Adults of Varying Reading Proficiency.

The nature and extent to which the cerebellum contributes to language processing is not clear. By using fMRI to examine differences in activation intensity in areas associated with motor and language processes, we advance our understanding of how this subcortical structure contributes to language and, more specifically, reading. Functional magnetic resonance imaging data was collected from two groups of adults.

Dimensionality of Preschoolers' Informal Mathematical Abilities.

Recent research examining children's early mathematical abilities has focused primarily on number and operations (e.g., counting, addition) with considerably less attention directed to the role of other possible dimensions of early mathematical abilities, such as, measurement, geometry, and patterning.

Stability of Risk Status During Preschool.

The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools ( n = 631) and non-Title 1 schools ( n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered at the beginning of preschool (Time 1) and midyear (Time 2), children were classified as at-risk or not at each time point.

Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade.

Purpose: Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade.

Method: In a large sample of 1,895 children, confirmatory factor analysis was conducted with 19-20 measures of language intended to represent 6 factors, including domains of vocabulary and syntax/grammar across modalities of expressive and receptive language, listening comprehension, and vocabulary depth.

Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.

To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers.

Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity.

Purpose: The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children.

Method: Thirty-one educators and 4 children from each of their classrooms (N = 121) were randomly assigned to an experimental group (21 hr of in-service workshops plus 5 coaching sessions) and a comparison group (workshops alone). The in-service workshops included instruction on how to talk about print and phonological awareness during a post-story craft/writing activity.