The Experts below are selected from a list of 24294 Experts worldwide ranked by ideXlab platform
David J Purpura - One of the best experts on this subject based on the ideXlab platform.
-
the home literacy and Numeracy environment in preschool cross domain relations of parent child practices and child outcomes
Journal of Experimental Child Psychology, 2018Co-Authors: Amy R. Napoli, David J PurpuraAbstract:There is a growing body of evidence indicating that home literacy and Numeracy environments are predictive of children's literacy and Numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment and Numeracy outcomes and between the home Numeracy environment and literacy outcomes. Specifically, there is limited information on relations between the home Numeracy environment and specific literacy outcomes (e.g., vocabulary). The purpose of the current study was to investigate the relations of the home literacy and Numeracy environments to children's literacy and Numeracy outcomes both within and across domains. Participants were 114 preschool children and their parents. Children ranged in age from 3.01 to 5.17 years (M = 4.09 years) and were 54% female and 72% Caucasian. Parents reported the frequency of parent-child literacy (code-related practices and storybook reading) and Numeracy practices. Children were assessed in the fall and spring of their preschool year on their literacy (definitional vocabulary, phonological awareness, and print knowledge) and Numeracy skills. Four mixed-effects regression analyses were conducted to predict each of the child outcomes. Results indicate that although code-related literacy practices and storybook reading were not broadly predictive of children's literacy and Numeracy outcomes, the home Numeracy environment was predictive of Numeracy and definitional vocabulary outcomes. These findings demonstrate a relation between the home Numeracy environment and children's language development and contribute to the growing body of research indicating the important relations between early Numeracy and language development.
-
early literacy and early Numeracy the value of including early literacy skills in the prediction of Numeracy development
Journal of Experimental Child Psychology, 2011Co-Authors: David J Purpura, Laura E Hume, Darcey M Sims, Christopher J LoniganAbstract:Abstract The purpose of this study was to examine whether early literacy skills uniquely predict early Numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 Numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early Numeracy development.
Joanne Lefevre - One of the best experts on this subject based on the ideXlab platform.
-
expanding the home Numeracy model to chilean children relations among parental expectations attitudes activities and children s mathematical outcomes
Early Childhood Research Quarterly, 2020Co-Authors: Maria Ines Susperreguy, Heather Douglas, Natalia Molinarojas, Joanne LefevreAbstract:Abstract We used structural equation modeling to evaluate an enhanced version of the Home Numeracy Model proposed by Skwarchuk and colleagues (2014, Journal of Experimental Child Psychology, 121, 63–84). Participants were 390 Chilean preschool children and their parents. Children completed Numeracy and literacy tasks at the beginning of preschool (mean age: 4 years and 7 months) and approximately 8 months later. Parents reported on the home Numeracy activities they engaged in with their children, including formal (i.e., mapping and operational), informal (i.e., parents’ number-game knowledge), and home literacy activities (i.e., code-related and meaning-related), as well as on Numeracy and literacy attitudes and expectations for children’s performance prior to Grade 1. We found that parents with more positive Numeracy attitudes and higher academic expectations reported a higher frequency of formal Numeracy (mapping and operational) activities. In turn, formal operational activities predicted number line estimation and applied problem-solving skills. In contrast, informal activities (i.e., parents’ number-game knowledge) predicted children’s non-symbolic arithmetic and non-symbolic number comparison tasks, as well as their applied problem-solving skills. The links between home activities and Numeracy outcomes were domain specific: Parents’ reports of literacy activities did not predict early Numeracy skills. We discuss how our results support the enhanced Home Numeracy Model and thus provide a more complete framework connecting parents’ engagement in Numeracy activities and children’s mathematical outcomes.
-
the home Numeracy environment what do cross cultural comparisons tell us about how to scaffold young children s mathematical skills
2016Co-Authors: Ozlem Cankaya, Joanne LefevreAbstract:Children’s Numeracy knowledge and performance varies across countries, regions, and languages. These cross-cultural differences occur even prior to formal schooling. Much existing cross-cultural Numeracy research was focused on the role of language in accounting for these differences in children’s early Numeracy development and performance. However, when cross-cultural research studies have assessed both language-related effects and differences in children’s Numeracy-related experiences at home, both factors have been linked to performance differences. Longitudinal studies show that the frequency of parents’ Numeracy-related activities at home is correlated with children’s Numeracy knowledge in kindergarten and primary school. Thus, home experiences may be an important factor in cross-cultural differences in young children’s numerical development. In this chapter, we summarize cross-cultural differences in young children’s early educational experiences and the parental practices that have been linked to superior performance. On the basis of that research, we suggest ways that parents and educators can facilitate the Numeracy development of all young children. We also identify gaps in cross-cultural home Numeracy research and briefly discuss ways to overcome some of the methodological challenges of such work.
-
formal and informal home learning activities in relation to children s early Numeracy and literacy skills the development of a home Numeracy model
Journal of Experimental Child Psychology, 2014Co-Authors: Sherilynn Skwarchuk, Carla Sowinski, Joanne LefevreAbstract:The purpose of this study was to propose and test a model of children's home Numeracy experience based on Senechal and LeFevre's home literacy model (Child Development, 73 (2002) 445-460). Parents of 183 children starting kindergarten in the fall (median child age=58 months) completed an early home learning experiences questionnaire. Most of the children whose parents completed the questionnaire were recruited for Numeracy and literacy testing 1 year later (along with 32 children from the inner city). Confirmatory factor analyses were used to reduce survey items, and hierarchical regression analyses were used to predict the relation among parents' attitudes, academic expectations for their children, reports of formal and informal Numeracy, and literacy home practices on children's test scores. Parental reports of formal home Numeracy practices (e.g., practicing simple sums) predicted children's symbolic number system knowledge, whereas reports of informal exposure to games with numerical content (measured indirectly through parents' knowledge of children's games) predicted children's non-symbolic arithmetic, as did Numeracy attitudes (e.g., parents' enjoyment of Numeracy). The home literacy results replicated past findings; parental reports of formal literacy practices (e.g., helping their children to read words) predicted children's word reading, whereas reports of informal experiences (i.e., frequency of shared reading measured indirectly through parents' storybook knowledge) predicted children's vocabulary. These findings support a multifaceted model of children's early Numeracy environment, with different types of early home experiences (formal and informal) predicting different Numeracy outcomes.
Amy R. Napoli - One of the best experts on this subject based on the ideXlab platform.
-
DO PARENT-CHILD MATH ACTIVITIES ADD UP? A HOME Numeracy ENVIRONMENT INTERVENTION FOR PARENTS OF PRESCHOOL CHILDREN
2019Co-Authors: Amy R. NapoliAbstract:Early Numeracy skills are related to children’s later mathematics and reading skills. Early interventions that target parent-child Numeracy practices may be an effective way to promote these skills in young children. The aim of the current study was to evaluate the effectiveness of a home Numeracy environment (HNE) intervention in increasing preschool children’s early Numeracy skills through a randomized controlled trial. The intervention was designed to incorporate practices that have been shown to improve children’s Numeracy development, in addition to a number of practices that have been shown to lead to effective outcomes for parenting interventions more broadly. Parents were randomly assigned to participate in either the HNE intervention or an active comparison condition. Both groups of parents attended a brief informational meeting and received daily text messages for four weeks; parents in the intervention group received information about the importance of early mathematics development and strategies for incorporating Numeracy into their children’s daily routines and parents in the active comparison condition received information on general development in preschool. Before and after the intervention, parents completed a questionnaire on their Numeracy beliefs and practices, and children were assessed on their early Numeracy skills. Findings indicate that, compared to parents in the comparison condition, parents who participated in the intervention reported more frequent direct HNE activities and their children showed greater improvement on Numeracy skills. There were no group differences on beliefs of importance of math, self-efficacy for teaching math, or engagement in indirect HNE practices. The study provides initial evidence that a brief HNE intervention is feasible for parents to implement and is effective in improving preschool children’s Numeracy skills
-
the home literacy and Numeracy environment in preschool cross domain relations of parent child practices and child outcomes
Journal of Experimental Child Psychology, 2018Co-Authors: Amy R. Napoli, David J PurpuraAbstract:There is a growing body of evidence indicating that home literacy and Numeracy environments are predictive of children's literacy and Numeracy skills within their respective domains. However, there is limited research on the relations between the home literacy environment and Numeracy outcomes and between the home Numeracy environment and literacy outcomes. Specifically, there is limited information on relations between the home Numeracy environment and specific literacy outcomes (e.g., vocabulary). The purpose of the current study was to investigate the relations of the home literacy and Numeracy environments to children's literacy and Numeracy outcomes both within and across domains. Participants were 114 preschool children and their parents. Children ranged in age from 3.01 to 5.17 years (M = 4.09 years) and were 54% female and 72% Caucasian. Parents reported the frequency of parent-child literacy (code-related practices and storybook reading) and Numeracy practices. Children were assessed in the fall and spring of their preschool year on their literacy (definitional vocabulary, phonological awareness, and print knowledge) and Numeracy skills. Four mixed-effects regression analyses were conducted to predict each of the child outcomes. Results indicate that although code-related literacy practices and storybook reading were not broadly predictive of children's literacy and Numeracy outcomes, the home Numeracy environment was predictive of Numeracy and definitional vocabulary outcomes. These findings demonstrate a relation between the home Numeracy environment and children's language development and contribute to the growing body of research indicating the important relations between early Numeracy and language development.
Nathan F Dieckmann - One of the best experts on this subject based on the ideXlab platform.
-
development and testing of an abbreviated Numeracy scale a rasch analysis approach
Journal of Behavioral Decision Making, 2013Co-Authors: Joshua A Weller, Nathan F Dieckmann, Martin Tusler, C K Mertz, William J Burns, Ellen PetersAbstract:Research has demonstrated that individual differences in Numeracy may have important consequences for decision making. In the present paper, we develop a shorter, psychometrically improved measure of Numeracy—the ability to understand, manipulate, and use numerical information, including probabilities. Across two large independent samples that varied widely in age and educational level, participants completed 18 items from existing Numeracy measures. In Study 1, we conducted a Rasch analysis on the item pool and created an eight-item Numeracy scale that assesses a broader range of difficulty than previous scales. In Study 2, we replicated this eight-item scale in a separate Rasch analysis using data from an independent sample. We also found that the new Rasch-based Numeracy scale, compared with previous measures, could predict decision-making preferences obtained in past studies, supporting its predictive validity. In Study, 3, we further established the predictive validity of the Rasch-based Numeracy scale. Specifically, we examined the associations between Numeracy and risk judgments, compared with previous scales. Overall, we found that the Rasch-based scale was a better linear predictor of risk judgments than prior measures. Moreover, this study is the first to present the psychometric properties of several popular Numeracy measures across a diverse sample of ages and educational level. We discuss the usefulness and the advantages of the new scale, which we feel can be used in a wide range of subject populations, allowing for a more clear understanding of how Numeracy is associated with decision processes. Copyright © 2012 John Wiley & Sons, Ltd.
-
how Numeracy influences risk comprehension and medical decision making
Psychological Bulletin, 2009Co-Authors: Valerie F Reyna, Wendy Nelson, Paul K J Han, Nathan F DieckmannAbstract:We review the growing literature on health Numeracy, the ability to understand and use numerical information, and its relation to cognition, health behaviors, and medical outcomes. Despite the surfeit of health information from commercial and noncommercial sources, national and international surveys show that many people lack basic numerical skills that are essential to maintain their health and make informed medical decisions. Low Numeracy distorts perceptions of risks and benefits of screening, reduces medication compliance, impedes access to treatments, impairs risk communication (limiting prevention efforts among the most vulnerable), and, based on the scant research conducted on outcomes, appears to adversely affect medical outcomes. Low Numeracy is also associated with greater susceptibility to extraneous factors (i.e., factors that do not change the objective numerical information). That is, low Numeracy increases susceptibility to effects of mood or how information is presented (e.g., as frequencies vs. percentages) and to biases in judgment and decision making (e.g., framing and ratio bias effects). Much of this research is not grounded in empirically supported theories of Numeracy or mathematical cognition, which are crucial for designing evidence-based policies and interventions that are effective in reducing risk and improving medical decision making. To address this gap, we outline four theoretical approaches (psychophysical, computational, standard dual-process, and fuzzy trace theory), review their implications for Numeracy, and point to avenues for future research.
Ellen Peters - One of the best experts on this subject based on the ideXlab platform.
-
the influence of health Numeracy and health warning label type on smoking myths and quit related reactions
Nicotine & Tobacco Research, 2019Co-Authors: Elizabeth G Klein, Amanda J Quisenberry, Abigail B Shoben, Daniel Romer, Ellen PetersAbstract:INTRODUCTION Health Numeracy helps individuals understand risk information, but limited data exist concerning Numeracy's role in reactions to varying types of health warning labels (HWLs) for cigarettes. METHODS A nationally representative online panel of adult current smokers received two exposures (1 week apart) to nine HWLs with either text-only or pictorial images with identical mandated text. Following the second exposure, participants (n = 594) rated their beliefs in smoking myths (eg, health-promoting behaviors can undo the risks of smoking) and how much the warnings made them want to quit smoking. Generalized estimating equation regression examined the relation of objective health Numeracy and its interaction with HWL type to smoking-myth beliefs and quit-related reactions. RESULTS Health Numeracy was not significantly associated with smoking-myth beliefs; the interaction with HWL type was also nonsignificant. Adult smokers with lower health Numeracy had higher quit-related reactions than those with higher Numeracy following exposure to HWLs. The type of HWL significantly modified Numeracy's associations with quit-related reactions; no significant association existed between text-only HWLs and quit-related reactions, whereas among those who viewed the pictorial warnings, lower Numeracy was associated with greater quit-related reactions (β = -.23; p < .001). CONCLUSIONS Lower as compared to higher health Numeracy was significantly associated with higher quit-related reactions to HWLs and especially with pictorial HWLs. Health Numeracy and HWL type were not associated with the endorsement of smoking myths. The role of health Numeracy in effectively communicating risks to smokers warrants thoughtful consideration in the development of tobacco HWLs. IMPLICATIONS Health Numeracy plays an important role in an individual's ability to understand and respond to health risks. Smokers with lower health Numeracy had greater quit-related reactions to pictorial health warnings than those who viewed text-only warning labels. Development and testing of health warning labels should consider health Numeracy to most effectively communicate risk to US smokers.
-
development and testing of an abbreviated Numeracy scale a rasch analysis approach
Journal of Behavioral Decision Making, 2013Co-Authors: Joshua A Weller, Nathan F Dieckmann, Martin Tusler, C K Mertz, William J Burns, Ellen PetersAbstract:Research has demonstrated that individual differences in Numeracy may have important consequences for decision making. In the present paper, we develop a shorter, psychometrically improved measure of Numeracy—the ability to understand, manipulate, and use numerical information, including probabilities. Across two large independent samples that varied widely in age and educational level, participants completed 18 items from existing Numeracy measures. In Study 1, we conducted a Rasch analysis on the item pool and created an eight-item Numeracy scale that assesses a broader range of difficulty than previous scales. In Study 2, we replicated this eight-item scale in a separate Rasch analysis using data from an independent sample. We also found that the new Rasch-based Numeracy scale, compared with previous measures, could predict decision-making preferences obtained in past studies, supporting its predictive validity. In Study, 3, we further established the predictive validity of the Rasch-based Numeracy scale. Specifically, we examined the associations between Numeracy and risk judgments, compared with previous scales. Overall, we found that the Rasch-based scale was a better linear predictor of risk judgments than prior measures. Moreover, this study is the first to present the psychometric properties of several popular Numeracy measures across a diverse sample of ages and educational level. We discuss the usefulness and the advantages of the new scale, which we feel can be used in a wide range of subject populations, allowing for a more clear understanding of how Numeracy is associated with decision processes. Copyright © 2012 John Wiley & Sons, Ltd.
