Developmental Science最新文献

{"title":"Developmental Changes in Nonsymbolic and Symbolic Fractions Processing: A Cross-Sectional fMRI Study","authors":"Yunji Park,&nbsp;Priya B. Kalra,&nbsp;Yun-Shiuan Chuang,&nbsp;John V. Binzak,&nbsp;Percival G. Matthews,&nbsp;Edward M. Hubbard","doi":"10.1111/desc.70042","DOIUrl":"https://doi.org/10.1111/desc.70042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>A substantial body of research has demonstrated that human and nonhuman animals have perceptually-based abilities to process magnitudes of nonsymbolic ratios (e.g., ratios composed by juxtaposing two-line segments). In prior work, we have extended the neuronal recycling hypothesis to include neurocognitive architectures for nonsymbolic ratio processing, proposing that these systems might support symbolic fractions acquisition. We tested two key propositions: (1) children should show neural sensitivity to nonsymbolic fractions before receiving formal fractions instruction, and (2) they should leverage this foundation by recruiting neural architectures for nonsymbolic fractions processing for symbolic fractions. We compared nonsymbolic and symbolic fractions processing among 2nd-graders (<i>n</i> = 28, ages 7.5–8.8), who had not yet received formal symbolic fractions instruction, and 5th-graders (<i>n</i> = 33, ages 10.3–11.9), who had. During fMRI scanning, children performed ratio comparison tasks, determining which of two nonsymbolic or symbolic fractions was larger. Both cohorts showed behavioral and neural evidence of processing nonsymbolic and symbolic fractions magnitudes, with performance modulated by numerical distance between stimuli. Consistent with our predictions, 2nd-graders recruited a right parietal-frontal network for nonsymbolic fractions but not for symbolic fractions, whereas 5th-graders recruited a bilateral parietal-frontal network for both, overlapping with but extending beyond that of 2nd-graders. Furthermore, nonsymbolic-symbolic neural similarity in the intraparietal sulcus was greater for 5th-graders than for 2nd-graders. These results present the first developmental neuroimaging evidence that neural substrates for nonsymbolic ratios exist before formal learning, which may be recycled to process symbolic fractions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>2nd-graders, prior to formal fractions instructions, already recruit a right parietal-frontal network when comparing nonsymbolic fractions.</li>\u0000 \u0000 <li>5th-graders, who have received some formal fractions instruction, recruit this same network not only for nonsymbolic fractions, but also for symbolic fractions.</li>\u0000 \u0000 <li>These findings are consistent with the neuronal recycling account, which posits that symbolic fraction processing builds on neural substrates originally used for nonsymbolic fraction processing.</li>\u0000 \u0000 <li>These findings suggest that pedagogical strategies focus on supporting this recycling process may enhance students’ understanding of symbolic fractions.</li>\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Logical Concepts of (Im)possibility Guide Young Children's Decision-Making","authors":"Nicolò Cesana-Arlotti,&nbsp;Sofia Jáuregui,&nbsp;Peter Mazalik,&nbsp;Shaun Nichols,&nbsp;Justin Halberda","doi":"10.1111/desc.70044","DOIUrl":"https://doi.org/10.1111/desc.70044","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The human capacity for rational decisions hinges on modal judgment: the discernment of what could, has to, or cannot happen. This ability was proposed to be a late outcome of human cognitive development, contingent on the mastery of linguistic structures. Here, we show that preschool-age children are capable of sophisticated forms of modal judgment. In two experiments, 96 children (aged 34–65 months) helped an agent attain a benefit or avoid harm. Consistent with logical distinctions, we found that children perform best when faced with choices that cross the logical categories of necessity, possibility, and impossibility, while they struggle with choices only differing in probability. Our results reveal that preschoolers spontaneously recruit logical concepts required for modal judgment, which likely predates modal language.</p>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Rational plans and decisions under uncertainty hinge on modal judgment: the discernment between goals that are attainable, unattainable, or guaranteed.</li>\u0000 \u0000 <li>It has been proposed that modal concepts are not available prior to the age of 4 years and the acquisition of modal words like “can” and “have to.”</li>\u0000 \u0000 <li>In a novel paradigm, we found that preschoolers successfully make one-shot decisions between options that cross logical categories (i.e., necessity vs. possibility, possibility vs. impossibility).</li>\u0000 \u0000 <li>In contrast, 3-year-olds struggled when asked to compare probabilities within the same category (i.e., highly probable possibility vs. improbable possibility).</li>\u0000 \u0000 <li>Our findings reveal that young children have a logical understanding of modal categories that emerges spontaneously to guide their decisions and predates the mastery of modal language.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Genetic and Environmental Effects on Parent-Rated Adaptive Behaviour in Infancy","authors":"Hanna Halkola,&nbsp;Charlotte Viktorsson,&nbsp;Emily J. H. Jones,&nbsp;Tony Charman,&nbsp;Terje Falck-Ytter,&nbsp;Giorgia Bussu","doi":"10.1111/desc.70041","DOIUrl":"https://doi.org/10.1111/desc.70041","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Adaptive behaviour refers to the everyday skills that individuals are expected to have to function independently, based on their age and societal norms. Currently, we know little about the role of genetic and environmental factors in parent-rated adaptive behaviours in early infancy. The aim of this study was to investigate the aetiological factors that influence individual variability in different adaptive behaviour domains at 5 months, and the degree of genetic and environmental influences that are unique and shared across these domains. We analysed data from the Vineland Adaptive Behaviour Scale (VABS-II) motor domain and combined domain of socialization and communication (social-communication) using a multivariate twin modelling approach. Participants were a community sample of monozygotic and dizygotic twins assessed at 5 months of age (<i>n</i> = 594). The results show high shared environmental influence on both motor (0.67) and social-communication (0.78) domains with 45% shared variance. Both had low, but significant heritability estimates (0.21 and 0.12, respectively) but did not share genetic variance. No statistically significant associations were found between polygenic scores for autism, ADHD, schizophrenia, depression, and bipolar disorder, and either of the adaptive behaviours measured here. Our results highlight the importance of shared environmental factors in the development of social-communication and motor skills in infancy, whether it is through social interaction with caregivers, or the stimuli and opportunities presented at home.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>During development structural arm length representation is underestimated, while the functional arm length representation is overestimated.</li>\u0000 \u0000 <li>Underestimation of structural arm length is driven by an underestimation of hand length, as forearm length is accurate.</li>\u0000 \u0000 <li>Structural hand length is underestimated, supporting that underestimation of hand length is a characteristic of human body representation.</li>\u0000 \u0000 <li>The opposite pattern of results between structural and functional arm representation suggests the existence of multiple independent representations of the body.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144323359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Longitudinal Study of Adolescent-to-Young Adult Executive Function Development in Seven Countries","authors":"Ann Folker,&nbsp;Christina Bertrand,&nbsp;Yelim Hong,&nbsp;Laurence Steinberg,&nbsp;Natasha Duell,&nbsp;Lei Chang,&nbsp;Laura Di Giunta,&nbsp;Kenneth A. Dodge,&nbsp;Sevtap Gurdal,&nbsp;Daranee Junla,&nbsp;Jennifer E. Lansford,&nbsp;Paul Oburu,&nbsp;Concetta Pastorelli,&nbsp;Ann T. Skinner,&nbsp;Emma Sorbring,&nbsp;Marc H. Bornstein,&nbsp;Liliana Maria Uribe Tirado,&nbsp;Saengduean Yotanyamaneewong,&nbsp;Liane Peña Alampay,&nbsp;Suha M. Al-Hassan,&nbsp;Dario Bacchini,&nbsp;Kirby Deater-Deckard","doi":"10.1111/desc.70040","DOIUrl":"https://doi.org/10.1111/desc.70040","url":null,"abstract":"<div>\u0000 \u0000 <p>Executive functioning (EF) is an important developing self-regulatory process that has implications for academic, social, and emotional outcomes. Most work in EF has focused on childhood, and less has examined the development of EF throughout adolescence and into emerging adulthood. The present study assessed longitudinal trajectories of EF from ages 10 to 21 in a diverse, international sample. 1093 adolescents (50.3% female) from eight locations in seven countries completed computerized EF tasks (Stroop, Tower of London [ToL], Working Memory [WM]) at ages 10, 14, 17, and 21. Latent growth curve models were estimated to understand the average performance at age 10 and the change in performance over time for each task. Meta-analytic techniques were used to assess the heterogeneity in estimates between study sites. On average, EF task performance improved across adolescence into young adulthood with substantial between-site heterogeneity. Additionally, significant individual differences in EF task performance at age 10 and change in EF task performance over time characterized the full sample. EF improves throughout adolescence into young adulthood, making it a potentially important time for intervention to improve self-regulation.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling Longitudinal Trajectories of Word Production With the CDI","authors":"Trevor K. M. Day,&nbsp;Arielle Borovsky,&nbsp;Donna Thal,&nbsp;Jed T. Elison","doi":"10.1111/desc.70036","DOIUrl":"https://doi.org/10.1111/desc.70036","url":null,"abstract":"<p>The MacArthur-Bates Communicative Development Inventories (CDI) are widely used, parent-report instruments of language acquisition. Here, we focus on the word-inventory sections of the instruments, and show two different approaches to modeling CDI data, based on real-world needs. First, we show that Words &amp; Gestures data collected out-of-age-normed-range can be robustly adjusted to Words &amp; Sentences scores. Second, we demonstrate a novel application of Gompertz growth curves to longitudinal CDI data, especially when the same timepoints were not collected between individuals (i.e., an accelerated longitudinal design). Gompertz curves provide a “growth rate” or an “age at maximum growth” parameter that can be used to summarize vocabulary development. We compare these parameters between healthy developing children in two longitudinal cohorts, as well as a cohort of children with a diagnosis of speech disorder, language disorder, or learning or reading disability, who we show to have lower growth rates. We hope these analyses and results inform future work on longitudinal CDI analyses.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144292922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Neural Reality of Pitch Chroma in Early Infancy","authors":"Giulia Gennari,&nbsp;Ghislaine Dehaene-Lambertz","doi":"10.1111/desc.70037","DOIUrl":"https://doi.org/10.1111/desc.70037","url":null,"abstract":"<p>At the physical level, the experience of pitch has a single determinant: the repetition rate of a waveform in the acoustic signal. Yet, psychologists describe pitch as composed of two perceptual dimensions, height and chroma. Chroma accounts for octave equivalence, whereby sounds with fundamental frequencies at a 1:2 ratio are perceived as sharing the same pitch. A current controversy debates whether chroma is a basic perceptual property dependent on biological constraints or a higher-order cognitive construct shaped by culture. Here, we used high-density electroencephalography (EEG) and time-resolved multivariate pattern analyses to characterize pitch processing in humans at 3 months of age. We found that, when exposed to repetitive sequences of orchestral tones, infants encode two separate pitch-related dimensions automatically and with divergent dynamics. Namely, our classifiers isolated height-specific information from the neural signal rapidly after the onset of the auditory sequences. Beyond approximately 600 ms, the performance of pitch height decoders fell to chance level and did not recover. In contrast, neural patterns displaying octave equivalence were retrieved later in the trial, over multiple time windows throughout the unfolding of the auditory sequence, and after sequence offset. Overall, this study reveals that very early in human development, the pitch of naturally rich tones is processed over two distinct encoding stages, capturing not only their absolute height but also their relative position in the octave. We speculate that separate encoding mechanisms reflect distinct functional roles carried by the two dimensions.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"It's Safe to Look: Maternal Touch Affects Infants’ Fear Bias","authors":"Margaret Addabbo,&nbsp;Elena Guida,&nbsp;Victoria Licht,&nbsp;Chiara Turati","doi":"10.1111/desc.70039","DOIUrl":"https://doi.org/10.1111/desc.70039","url":null,"abstract":"<p>Touch is an extraordinary sensory, communicative, and affective experience that has cascading positive effects on infants’ socio-emotional development and neurobiological functioning. This study aims to explore whether maternal touch can influence infants’ well-known attentional biases toward fearful facial expressions. Visual behaviour of 7-month-old infants was measured through an eye-tracker while they were presented with an overlap task in which a central emotional face (happy, neutral, and fearful) was followed by a peripheral distractor. During the task, infants were randomly assigned to two experimental groups. In one group, the mother kept the hand on the infant's lap (Touch group, <i>N</i> = 24), while in another group, the mother was present but not in tactile contact with the infant (No-Touch condition, <i>N</i> = 24). Also, the frequency of spontaneous maternal touch was assessed during mother-infant free-play interaction. Results showed an overall increase in the proportion of looking times (PTs) toward the fear stimulus compared to the other emotional stimuli. Further, only the group of infants that were in tactile contact with their mothers showed slower disengagement times (DTs) from fearful faces compared to happy and neutral emotions. Finally, in the No-Touch condition, infants who experienced more regulatory touch (massages and caresses) when interacting with their mother showed increased attention toward threatening (Fearful faces) and ambiguous (Neutral faces) emotional signals. Vice versa, increased frequency with other forms of touch (i.e., dynamic and static) during the interaction was associated with decreased attention toward the negative and neutral facial expressions. Our findings suggest that maternal touch provides a relevant communicative signal to the infant that indicates that it is safe to process fearful stimuli, favoring infants’ knowledge and learning of their social world.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brain Changes Following Two Reading Interventions in Chinese Children With Reading Disability","authors":"Guoyan Feng,&nbsp;Linling Shen,&nbsp;Liping Shi,&nbsp;Xiaohui Yan,&nbsp;Yuqiong Liang,&nbsp;Lili Zhang,&nbsp;Shuyi Zuo,&nbsp;Yu Wu,&nbsp;Fan Cao","doi":"10.1111/desc.70038","DOIUrl":"https://doi.org/10.1111/desc.70038","url":null,"abstract":"<p>Most behavioral interventions on reading disability (RD) have been developed in alphabetic languages and are phonologically-based. Chinese is a morpho-syllabic language in which each character represents a morpheme and a syllable. Therefore, phonologically-based interventions may not be most helpful in Chinese. In this study, we compared a phonological and a morphological intervention (MI) in Chinese children with RD both behaviorally and neurologically. We recruited 80 fifth-grade Chinese children, including 18 typically developing children as age controls (AC), and 62 children with RD, 22 of whom received the phonological intervention (PI), 22 of whom received the MI, and 18 served as waiting-list controls (WL). An auditory rhyming task and a visual spelling task were employed to examine brain activation before and after the intervention. We found that the PI and MI both effectively improved character naming, sentence reading fluency, one-minute irregular character reading and phonological awareness compared with the WL group. At the brain level, the PI group showed greater increase of brain activation in the right middle temporal gyrus than the MI and WL following the intervention in an auditory rhyming task, suggesting compensatory phonological strategies developed in PI. The MI group showed greater increase of brain activation in the left middle frontal gyrus, left inferior frontal gyrus and left fusiform gyrus than the PI and the WL group following the intervention in a visual spelling task, suggesting functional normalization, because these regions were less activated in children with RD than typical controls before the intervention. These findings suggest intervention-specific brain changes with otherwise similar effectiveness in the behavior. It provides important insights in understanding brain mechanisms underlying behavioral intervention in children with RD.</p><p><b>Trial Registration</b>: This study's design was preregistered at the Chinese Clinical Trial Registry (ChiCTR2300067536), see [https://www.chictr.org.cn]</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144237314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Who Has to Work Harder, Girls or Boys?” Children's Gender Stereotypes About Required Effort in Math and Reading","authors":"Bethany Lassetter,&nbsp;Natalie Hutchins,&nbsp;Vivian Liu,&nbsp;Natalie Toomajian,&nbsp;Sarah T. Lubienski,&nbsp;Andrei Cimpian","doi":"10.1111/desc.70025","DOIUrl":"https://doi.org/10.1111/desc.70025","url":null,"abstract":"<div>\u0000 \u0000 <p>Our culture attributes women's and girls’ ability in mathematics and related domains to their efforts more so than men's and boys’—a stereotype that contributes to inequities in scientific and technical careers. Here, we provide the first investigation of this gender stereotype in children, examining its endorsement across a broad age range and assessing its links to student motivation. Specifically, we investigated 6- to 12-year-old US elementary school students’ stereotypes about how hard girls and boys have to work to be good at math and, as a comparison, reading (<i>N</i> = 246; 50% girls; 50% White, 19% Asian, 9% Multiracial, 6% Black). We also tested whether these stereotypes are related to children's self-efficacy, interest, and anxiety in math and reading, and whether these links differ in strength across age. Although we anticipated that, like US adults, children would stereotype girls as having to work harder than boys to be good at math, we found that—in line with previously documented gender ingroup biases—younger children reported that effort was <i>less</i> of a requirement for their own (vs. another) gender; this ingroup bias was absent among older children. However, consistent with our hypotheses, children who more strongly believed their own gender needed to work harder to be good in a subject also reported lower self-efficacy in that subject, and older children reported lower interest in it as well. The present research contributes to our understanding of how to effectively encourage student motivation in school.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Home Literacy Environment and Reading Development of Children With and Without Learning Disabilities","authors":"Rachelle M. Johnson,&nbsp;Sara A. Hart,&nbsp;Richard K. Wagner","doi":"10.1111/desc.70033","DOIUrl":"https://doi.org/10.1111/desc.70033","url":null,"abstract":"<div>\u0000 \u0000 <p>Home literacy environment (HLE) refers to children's exposure to and engagement in reading-related activities in the home. Although HLE is known to be related to successful early reading achievement in general, less is known about this relation for students with learning disabilities (LDs). We investigated the relation between HLE and reading achievement using a sample of 2090 children from the ECLS-K:2011 dataset, half of whom were identified as students with LDs and half serving as controls. Latent growth curve modeling was used to examine growth in reading from kindergarten (age 5) through fifth grade (age 10). For both groups, growth was characterized by mastery learning with a negative correlation between intercept (i.e., performance at the first time point) and slope (rate of growth). Compared to controls, LD children had a lower mean intercept but a higher mean slope. HLE was positively related to intercept for both groups. However, the positive relation between HLE and reading did not extend to later grades, with a small but significant negative relation between HLE and slope for both groups that was a byproduct of the negative correlation between intercept and slope. The pattern of results remained the same after controlling for socioeconomic status (SES). It appears HLE is equally important to the reading achievement of both groups.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144206815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}