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What hurts? What helps? Kindergart...

Park, Jennifer Mac Dougall.

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What hurts? What helps? Kindergarten readiness and achievement among children with perceptual impairment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What hurts? What helps? Kindergarten readiness and achievement among children with perceptual impairment./
作者:	Park, Jennifer Mac Dougall.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1423.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3087322

What hurts? What helps? Kindergarten readiness and achievement among children with perceptual impairment.
Park, Jennifer Mac Dougall.

What hurts? What helps? Kindergarten readiness and achievement among children with perceptual impairment. - 168 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1423.

Thesis (Ph.D.)--Brown University, 2003.

Initial kindergarten performance can establish an educational trajectory difficult to alter at later times. Children with perceptual (i.e., hearing, vision, or orthopedic) impairment may be at particular risk of early cognitive delays since the nature of their impairment limits exposure to everyday learning experiences. Preliminary findings from Early Childhood Longitudinal Study-Kindergarten Cohort data indicate these youth lag behind their non-disabled peers in initial measures of literacy, numeracy, and general knowledge. While children with perceptual impairment make gains during the kindergarten year, these gains do not offset initial deficits.Subjects--Topical Terms:

1017530
Education, Early Childhood.

What hurts? What helps? Kindergarten readiness and achievement among children with perceptual impairment.
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245 1 0 $a What hurts? What helps? Kindergarten readiness and achievement among children with perceptual impairment.
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500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1423.
500 $a Chair: Dennis P. Hogan.
502 $a Thesis (Ph.D.)--Brown University, 2003.
520 $a Initial kindergarten performance can establish an educational trajectory difficult to alter at later times. Children with perceptual (i.e., hearing, vision, or orthopedic) impairment may be at particular risk of early cognitive delays since the nature of their impairment limits exposure to everyday learning experiences. Preliminary findings from Early Childhood Longitudinal Study-Kindergarten Cohort data indicate these youth lag behind their non-disabled peers in initial measures of literacy, numeracy, and general knowledge. While children with perceptual impairment make gains during the kindergarten year, these gains do not offset initial deficits.
520 $a This dissertation explores sociological factors associated with lower cognitive scores among youth with perceptual impairment. Multivariate comparison of these youth to their non-disabled peers evaluates the nature and extent of disadvantage in initial scores and gains over the kindergarten year. Differences are not explained by demographic characteristics, or by the amount of learning exchanges between children and their parents or teachers. Instead, key factors are parental and teacher expectations of ability. Further, teacher's perceptions of the child's classroom behavior significantly and substantially reduce the relationship between impairment and cognitive scores. Apart from related contextual factors (e.g., transition services and teacher's special education training), school type does not reduce the effect of impairment on cognitive scores. This supports a dynamic model of development whereby disability affects cognitive performance in part through inappropriate (if unintentional) use of behavioral cues to guide reporting of children's cognitive ability. Over time, these cognitive scores may be used as the basis of teacher and parent academic expectations, known to be powerful indicators of children's future academic achievement. We conclude that mandates for the <italic>direct</italic> assessment of all children (versus <italic>indirect</italic> assessment calculated by teachers for youth with disability) should be enforced to improve cognitive testing. Transition services and teachers' special needs training may benefit learning experiences of all youth. Project recommendations generalize to all at-risk youth for whom demographic characteristics may inaccurately cue perceptions of cognitive ability through the display of non-normative behavior or language use.
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