Skip to main content
Top
Gepubliceerd in:

01-02-2017

Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap

Auteurs: Charles R. Greenwood, Judith J. Carta, Dale Walker, Jomella Watson-Thompson, Jill Gilkerson, Anne L. Larson, Alana Schnitz

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 1/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Early childhood experience is a social determinant of children’s health and well-being. The well-being of young children is founded on their relationships and interactions with parents and family members in the home, caregivers, and teachers in early education, and friends and families in the greater community. Unfortunately, the early language experience of infants and toddlers from low-income families is typically vastly different than children from middle- and higher-income families. Hart and Risley (Meaningful differences in the everyday experience of young American children. Brookes, Baltimore, 1995) described a “30 Million Word Gap” experienced by age four for children from poor families compared to economically advantaged families as measured by the number of words delivered by adults in the home to their children. This discrepancy between groups is associated with a deficit in vocabulary growth over time (Hart and Risley in Meaningful differences in the everyday experience of young American children. Brookes, Baltimore, 1995; in The social world of children learning to talk. Brookes, Baltimore, MD, 1999; in Am Educ (Spring), 1–9. http://​isites.​harvard.​edu/​fs/​docs/​icb.​topic1317532.​files/​09-10/​Hart-Risley-2003.​pdf, 2003), and readiness when they enter preschool and kindergarten compared to their more advantaged classmates. The purpose of this paper is to conceptualize a population-level public health prevention approach to research addressing the harmful impacts of the Word Gap. The approach includes use of evidence-based practices to improve children’s language environments to foster their early language and literacy learning in early childhood. After a brief review of the Word Gap, we discuss four aspects: a conceptual framework, a community leadership team as driver of the local intervention, evidence-based language interventions for reducing the gap and promoting child language, and the measurements needed. Implications are discussed.
Literatuur
go back to reference Adamson, L. B., Kaiser, A. P., Tamis-LaMonda, C. S., Owen, M. T., & Dimitrova, N. (2015). Developmental principles for parent language-facilitating interventions. Retrieved from University of Kanas. Adamson, L. B., Kaiser, A. P., Tamis-LaMonda, C. S., Owen, M. T., & Dimitrova, N. (2015). Developmental principles for parent language-facilitating interventions. Retrieved from University of Kanas.
go back to reference Alpert, C. L., & Kaiser, A. P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16, 31–52.CrossRef Alpert, C. L., & Kaiser, A. P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16, 31–52.CrossRef
go back to reference Anderson, L. M., Adeney, K. L., Shinn, C., Safranek, S., Buckner-Brown, J., & Krause, L. K. (2015). Community coalition-driven interventions to reduce health disparities among racial and ethnic minority populations. Cochrane Database of Systematic Reviews 6. doi:10.1002/14651858.CD009905.pub2. Anderson, L. M., Adeney, K. L., Shinn, C., Safranek, S., Buckner-Brown, J., & Krause, L. K. (2015). Community coalition-driven interventions to reduce health disparities among racial and ethnic minority populations. Cochrane Database of Systematic Reviews 6. doi:10.​1002/​14651858.​CD009905.​pub2.
go back to reference Anderson-Carpenter, K., Watson-Thompson, J., Chaney, L., & Jones, M. (2016). Reducing binge drinking in adolescents through implementation of the strategic prevention framework. American Journal of Community Psychology, 57, 36–46.PubMedPubMedCentralCrossRef Anderson-Carpenter, K., Watson-Thompson, J., Chaney, L., & Jones, M. (2016). Reducing binge drinking in adolescents through implementation of the strategic prevention framework. American Journal of Community Psychology, 57, 36–46.PubMedPubMedCentralCrossRef
go back to reference Aram, D. M., & Hall, N. E. (1989). Longitudinal follow-up of children with preschool communication disorders: Treatment implications. School Psychology Review, 18, 487–501. Aram, D. M., & Hall, N. E. (1989). Longitudinal follow-up of children with preschool communication disorders: Treatment implications. School Psychology Review, 18, 487–501.
go back to reference Bailey, D. B., Bruer, J. T., Symons, F. J., & Lichtman, J. W. (Eds.). (2001). Critical thinking about critical periods. Baltimore, MD: Brookes. Bailey, D. B., Bruer, J. T., Symons, F. J., & Lichtman, J. W. (Eds.). (2001). Critical thinking about critical periods. Baltimore, MD: Brookes.
go back to reference Bigelow, K., & Walker, D. (2016). Project Engage: Building parents’ capacity to improve child language outcomes. Final project report webinar presented to Health Resources and Services Administration (HRSA, #R62MC24946). Juniper Gardens Children’s Project. Kansas City, KS. Bigelow, K., & Walker, D. (2016). Project Engage: Building parents’ capacity to improve child language outcomes. Final project report webinar presented to Health Resources and Services Administration (HRSA, #R62MC24946). Juniper Gardens Children’s Project. Kansas City, KS.
go back to reference Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for promoting human wellbeing. The American Psychologist, 67(4), 254–271. doi:10.1037/a0026796.CrossRef Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for promoting human wellbeing. The American Psychologist, 67(4), 254–271. doi:10.​1037/​a0026796.CrossRef
go back to reference Bornstein, M. H. (1989). Sensitive periods in development: Structural characteristics and causal interpretations. Psychological Bulletin, 105(2), 179.PubMedCrossRef Bornstein, M. H. (1989). Sensitive periods in development: Structural characteristics and causal interpretations. Psychological Bulletin, 105(2), 179.PubMedCrossRef
go back to reference Buzhardt, J., Greenwood, C. R., Walker, D., Anderson, R., Howard, W. J., & Carta, J. J. (2011). Effects of web-based support on Early Head Start home visitors’ use of evidence-based intervention decision making and growth in children’s expressive communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14(3), 121–146.CrossRef Buzhardt, J., Greenwood, C. R., Walker, D., Anderson, R., Howard, W. J., & Carta, J. J. (2011). Effects of web-based support on Early Head Start home visitors’ use of evidence-based intervention decision making and growth in children’s expressive communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14(3), 121–146.CrossRef
go back to reference Cates, C. B., Weisleder, A., & Mendelsohn, A. (2016). Mitigating the effects of family poverty on early child development through parenting interventions in primary care. Pediatrics, 16, 112–120. doi:10.1016/j.acap.2015.12.015. Cates, C. B., Weisleder, A., & Mendelsohn, A. (2016). Mitigating the effects of family poverty on early child development through parenting interventions in primary care. Pediatrics, 16, 112–120. doi:10.​1016/​j.​acap.​2015.​12.​015.
go back to reference Charlop-Christy, M. H., & Carpenter, M. J. (2000). Modified incidental teaching sessions: Procedures for parent to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2, 98–112.CrossRef Charlop-Christy, M. H., & Carpenter, M. J. (2000). Modified incidental teaching sessions: Procedures for parent to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2, 98–112.CrossRef
go back to reference Collie-Akers, V., Fawcett, S. B., & Schultz, J. A. (2013). Measuring progress of collaborative action in a community health effort. Pan American Journal of Public Health, 34(6), 422–428.PubMed Collie-Akers, V., Fawcett, S. B., & Schultz, J. A. (2013). Measuring progress of collaborative action in a community health effort. Pan American Journal of Public Health, 34(6), 422–428.PubMed
go back to reference Collie-Akers, V., Schultz, J. A., Carson, V., Fawcett, S. B., & Ronan, M. (2009). REACH 2010: Kansas City, Missouri: Evaluating mobilization strategies with neighborhood and faith organizations to reduce risk for health disparities. Health Promotion Practice, 10(2 suppl), 118S–127S. doi:10.1177/1524839908331271.PubMedCrossRef Collie-Akers, V., Schultz, J. A., Carson, V., Fawcett, S. B., & Ronan, M. (2009). REACH 2010: Kansas City, Missouri: Evaluating mobilization strategies with neighborhood and faith organizations to reduce risk for health disparities. Health Promotion Practice, 10(2 suppl), 118S–127S. doi:10.​1177/​1524839908331271​.PubMedCrossRef
go back to reference Colombo, J. (1982). The critical period concept: Research, methodology, and theoretical issues. Psychological Bulletin, 91(2), 260.PubMedCrossRef Colombo, J. (1982). The critical period concept: Research, methodology, and theoretical issues. Psychological Bulletin, 91(2), 260.PubMedCrossRef
go back to reference Cruz, T. H., Davis, S. M., Myers, O. B., O’Donald, E. R., Sanders, S. G., & Sheche, J. N. (2016). Effects of an obesity prevention intervention on physical activity among preschool children: The CHILE study. Health Promotion Practice, 17(5), 693–701.PubMedPubMedCentralCrossRef Cruz, T. H., Davis, S. M., Myers, O. B., O’Donald, E. R., Sanders, S. G., & Sheche, J. N. (2016). Effects of an obesity prevention intervention on physical activity among preschool children: The CHILE study. Health Promotion Practice, 17(5), 693–701.PubMedPubMedCentralCrossRef
go back to reference DeHouwer, A. (2009). Early blingual acquistion: Monosyntax and the separate development hypothesis. In J. F. Kroll & A. M. B. DeGroot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (p. 603). Oxford: Oxford University Press. DeHouwer, A. (2009). Early blingual acquistion: Monosyntax and the separate development hypothesis. In J. F. Kroll & A. M. B. DeGroot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (p. 603). Oxford: Oxford University Press.
go back to reference Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310.CrossRef Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310.CrossRef
go back to reference Durham, R. E., Farkas, G., Hammer, C. S., Tomblin, J. B., & Catts, H. W. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25, 294–305. doi:10.1016/j.rssm.2007.03.00.CrossRef Durham, R. E., Farkas, G., Hammer, C. S., Tomblin, J. B., & Catts, H. W. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25, 294–305. doi:10.​1016/​j.​rssm.​2007.​03.​00.CrossRef
go back to reference Elder, G. H. J., Eccles, J. S., Ardelt, M., & Lord, S. (1995). Inner-city parents under economic pressure: Perspectives on the strategies of parenting. Journal of Marriage and the Family, 57, 771–784.CrossRef Elder, G. H. J., Eccles, J. S., Ardelt, M., & Lord, S. (1995). Inner-city parents under economic pressure: Perspectives on the strategies of parenting. Journal of Marriage and the Family, 57, 771–784.CrossRef
go back to reference Embry, D. D. (2011). Behavioral vaccines and evidence-based kernels: Nonpharmaceutical approaches for the prevention of mental, emotional, and behavioral disorders. Psychiatric Clinics of North America, 34(4), 1–34.PubMedPubMedCentralCrossRef Embry, D. D. (2011). Behavioral vaccines and evidence-based kernels: Nonpharmaceutical approaches for the prevention of mental, emotional, and behavioral disorders. Psychiatric Clinics of North America, 34(4), 1–34.PubMedPubMedCentralCrossRef
go back to reference Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychological Review, 11(3), 75–113.CrossRef Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychological Review, 11(3), 75–113.CrossRef
go back to reference Fawcett, S. B., Collie-Akers, V., Schultz, J. A., & Cupertino, P. (2013). Community-based participatory research within the Latino Health for All Coalition. Journal of Prevention and Intervention in the Community, 41(3), 142–154.PubMedCrossRef Fawcett, S. B., Collie-Akers, V., Schultz, J. A., & Cupertino, P. (2013). Community-based participatory research within the Latino Health for All Coalition. Journal of Prevention and Intervention in the Community, 41(3), 142–154.PubMedCrossRef
go back to reference Fawcett, S. B., Lewis, R. K., Paine-Andrews, A., Francisco, V. T., Richter, K. P., Williams, E. L., et al. (1997). Evaluating community coalitions for prevention of substance abuse: The case of Project Freedom. Health Education and Behavior, 24(6), 812–828.PubMedCrossRef Fawcett, S. B., Lewis, R. K., Paine-Andrews, A., Francisco, V. T., Richter, K. P., Williams, E. L., et al. (1997). Evaluating community coalitions for prevention of substance abuse: The case of Project Freedom. Health Education and Behavior, 24(6), 812–828.PubMedCrossRef
go back to reference Fawcett, S. B., & Schultz, J. A. (2008). Using the Community Tool Box’s online documentation system to support participatory evaluation of community health initiative. In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health (pp. 219–224). San Francisco: Jossey-Bass. Fawcett, S. B., & Schultz, J. A. (2008). Using the Community Tool Box’s online documentation system to support participatory evaluation of community health initiative. In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health (pp. 219–224). San Francisco: Jossey-Bass.
go back to reference Fawcett, S. B., Schultz, J., Watson-Thompson, J., Fox, M., & Bremby, R. (2010). Building multisectoral partnerships for population health and health equity. Preventing Chronic Disease, 7(6), A118.PubMedPubMedCentral Fawcett, S. B., Schultz, J., Watson-Thompson, J., Fox, M., & Bremby, R. (2010). Building multisectoral partnerships for population health and health equity. Preventing Chronic Disease, 7(6), A118.PubMedPubMedCentral
go back to reference Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D., Spitz, A. M., Edwards, V., et al. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258. doi:10.1016/S0749-3797(98)00017-8.PubMedCrossRef Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D., Spitz, A. M., Edwards, V., et al. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258. doi:10.​1016/​S0749-3797(98)00017-8.PubMedCrossRef
go back to reference Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248.PubMedCrossRef Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248.PubMedCrossRef
go back to reference Florin, P., Friend, K. B., Buka, S., Egan, C., Barovier, L., & Amodei, B. (2012). The interactive systems framework applied to the strategic prevention framework: The Rhode Island experience. American Journal of Community Psychology, 50, 402–414.PubMedCrossRef Florin, P., Friend, K. B., Buka, S., Egan, C., Barovier, L., & Amodei, B. (2012). The interactive systems framework applied to the strategic prevention framework: The Rhode Island experience. American Journal of Community Psychology, 50, 402–414.PubMedCrossRef
go back to reference Frankenburg, W. K., & Dodds, J. B. (1990). Denver II screening manual. Denver, CO: Denver Developmental Materials. Frankenburg, W. K., & Dodds, J. B. (1990). Denver II screening manual. Denver, CO: Denver Developmental Materials.
go back to reference Garcia-Sierra, A., Rivera-Gaxiola, M., & Percaccio, C. R. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39(4), 546–557.CrossRef Garcia-Sierra, A., Rivera-Gaxiola, M., & Percaccio, C. R. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39(4), 546–557.CrossRef
go back to reference Gilkerson, J., Richards, J. A., Greenwood, C. R., & Montgomery, J. K. (2016). Language assessment in a snap: Monitoring progress up to 36 months. Journal of Child Language and Teaching Therapy, 1–17. doi:10.1177/0265659016660599. Gilkerson, J., Richards, J. A., Greenwood, C. R., & Montgomery, J. K. (2016). Language assessment in a snap: Monitoring progress up to 36 months. Journal of Child Language and Teaching Therapy, 1–17. doi:10.​1177/​0265659016660599​.
go back to reference Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289–305.PubMedPubMedCentralCrossRef Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289–305.PubMedPubMedCentralCrossRef
go back to reference Good, R. H., Kaminski, R. A., Cummings, K., Dufour-Martel, C., Petersen, K., Powell-Smith, K., et al. (2010). Dynamic indicators of basic early literacy skills next. Longmont, CO: Sopris. Good, R. H., Kaminski, R. A., Cummings, K., Dufour-Martel, C., Petersen, K., Powell-Smith, K., et al. (2010). Dynamic indicators of basic early literacy skills next. Longmont, CO: Sopris.
go back to reference Green, L., & Kreuter, M. (2005). Health program planning: An education and ecological approach (4th ed.). New York, NY: McGrawhill. Green, L., & Kreuter, M. (2005). Health program planning: An education and ecological approach (4th ed.). New York, NY: McGrawhill.
go back to reference Greenwood, C. R., Buzhardt, J., Walker, D., McCune, L., & Howard, W. (2013a). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743–758.CrossRef Greenwood, C. R., Buzhardt, J., Walker, D., McCune, L., & Howard, W. (2013a). Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples. Early Childhood Research Quarterly, 28, 743–758.CrossRef
go back to reference Greenwood, C. R., Carta, J. J., & McConnell, S. (2011). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention, 33(4), 254–267.CrossRef Greenwood, C. R., Carta, J. J., & McConnell, S. (2011). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention, 33(4), 254–267.CrossRef
go back to reference Greenwood, C. R., Walker, D., & Buzhardt, J. (2010). The early communication indicator (ECI) for infants and toddlers: Early head start growth norms from two states. Journal of Early Intervention, 32(5), 310–334.CrossRef Greenwood, C. R., Walker, D., & Buzhardt, J. (2010). The early communication indicator (ECI) for infants and toddlers: Early head start growth norms from two states. Journal of Early Intervention, 32(5), 310–334.CrossRef
go back to reference Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013b). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540–554.PubMedPubMedCentralCrossRef Greenwood, C. R., Walker, D., Buzhardt, J., Howard, W. J., McCune, L., & Anderson, R. (2013b). Evidence of a continuum in foundational expressive communication skills. Early Childhood Research Quarterly, 28, 540–554.PubMedPubMedCentralCrossRef
go back to reference Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). Time delay: A technique to increase language use and facilitate generalization in retarded children. Journal of Applied Behavior Analysis, 12, 431–440.PubMedPubMedCentralCrossRef Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). Time delay: A technique to increase language use and facilitate generalization in retarded children. Journal of Applied Behavior Analysis, 12, 431–440.PubMedPubMedCentralCrossRef
go back to reference Hancock, T. B., Kaiser, A. P., & Delaney, E. M. (2002). Teaching parents of preschoolers at high risk: Strategies to support language and positive behavior. Topics in Earlv Childhood Speecial Education, 22(1), 191–212.CrossRef Hancock, T. B., Kaiser, A. P., & Delaney, E. M. (2002). Teaching parents of preschoolers at high risk: Strategies to support language and positive behavior. Topics in Earlv Childhood Speecial Education, 22(1), 191–212.CrossRef
go back to reference Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
go back to reference Hart, B., & Risley, T. R. (1999). The social world of children learning to talk. Baltimore, MD: Brookes. Hart, B., & Risley, T. R. (1999). The social world of children learning to talk. Baltimore, MD: Brookes.
go back to reference Hart, B., & Rogers-Warren, A. (1978). Milieu language training. Austin, TX: Pro-Ed. Hart, B., & Rogers-Warren, A. (1978). Milieu language training. Austin, TX: Pro-Ed.
go back to reference Hawkins, J. D., Brown, E. C., Oesterle, S., Arthur, M. W., Abbott, R. D., & Catalano, R. F. (2008). Early effects of communities that care on targeted risks and initiation of delinquent behavior and substance use. Journal of Adolescent Health, 43, 15–22.PubMedCrossRef Hawkins, J. D., Brown, E. C., Oesterle, S., Arthur, M. W., Abbott, R. D., & Catalano, R. F. (2008). Early effects of communities that care on targeted risks and initiation of delinquent behavior and substance use. Journal of Adolescent Health, 43, 15–22.PubMedCrossRef
go back to reference Heath, G. W., Parra, D. C., Sarmiento, L. L., Owen, N., Goenka, S., Montes, F., et al. (2012). Evidence-based intervention in physical activity: Lessons from around the world. Lancet, 380, 272–281.PubMedPubMedCentralCrossRef Heath, G. W., Parra, D. C., Sarmiento, L. L., Owen, N., Goenka, S., Montes, F., et al. (2012). Evidence-based intervention in physical activity: Lessons from around the world. Lancet, 380, 272–281.PubMedPubMedCentralCrossRef
go back to reference Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.PubMedCrossRef Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.PubMedCrossRef
go back to reference Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269–289.CrossRef Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269–289.CrossRef
go back to reference Hendrie, G. A., Brindal, E., Corsini, N., Gardner, C., Baird, D., & Golley, R. K. (2012). Combined home and school obesity prevention interventions for children: What behavior change strategies and intervention characteristics are associated with effectiveness. Health Education and Behavior, 39(2), 159–171.PubMedCrossRef Hendrie, G. A., Brindal, E., Corsini, N., Gardner, C., Baird, D., & Golley, R. K. (2012). Combined home and school obesity prevention interventions for children: What behavior change strategies and intervention characteristics are associated with effectiveness. Health Education and Behavior, 39(2), 159–171.PubMedCrossRef
go back to reference Hindman, A. H., Wasik, B. A., & Snell, E. K. (2016). Closing the 30 million word gap: Next steps in designing research to inform practice. Child Development Perspectives, n/a–n/a. doi:10.1111/cdep.12177. Hindman, A. H., Wasik, B. A., & Snell, E. K. (2016). Closing the 30 million word gap: Next steps in designing research to inform practice. Child Development Perspectives, n/a–n/a. doi:10.​1111/​cdep.​12177.
go back to reference Hoff, E. (2013). Interpreting the early language trajectories of children from low SES and language minority homes: Implications for closing the achievement gap. Developmental Psychology, 49(4), 4–14. doi:10.1037/a0027238.PubMedCrossRef Hoff, E. (2013). Interpreting the early language trajectories of children from low SES and language minority homes: Implications for closing the achievement gap. Developmental Psychology, 49(4), 4–14. doi:10.​1037/​a0027238.PubMedCrossRef
go back to reference Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2011). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27.PubMedPubMedCentralCrossRef Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2011). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27.PubMedPubMedCentralCrossRef
go back to reference Holt, C. M., Fawcett, S. B., Schultz, J. A., Berkowitz, B., Wolff, T. J., & Francisco, V. T. (2013). Building community practice competencies globally through the community tool box. Global Journal of Community Psychology Practice, 4(4), 1–8. Retrieved from http://www.gjcpp.org/. Holt, C. M., Fawcett, S. B., Schultz, J. A., Berkowitz, B., Wolff, T. J., & Francisco, V. T. (2013). Building community practice competencies globally through the community tool box. Global Journal of Community Psychology Practice, 4(4), 1–8. Retrieved from http://​www.​gjcpp.​org/​.
go back to reference Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children. Developmental Science, 11(6), 31–39. doi:10.1111/j.1467-7687.CrossRef Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children. Developmental Science, 11(6), 31–39. doi:10.​1111/​j.​1467-7687.CrossRef
go back to reference Institute of Medicine. (2003). The future of public health in the 21st century. Washington, DC: National Academies Press. Institute of Medicine. (2003). The future of public health in the 21st century. Washington, DC: National Academies Press.
go back to reference Institute of Medicine. (2007). Ending the tobacco problem: A blueprint for the nation. Washington, DC: National Academies Press. Institute of Medicine. (2007). Ending the tobacco problem: A blueprint for the nation. Washington, DC: National Academies Press.
go back to reference Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Journal of Early Education and Development, 4, 423–446.CrossRef Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Journal of Early Education and Development, 4, 423–446.CrossRef
go back to reference Kaiser, A. P., & Roberts, M. Y. (2011). Advances in early communication and language intervention. Journal of Early Intervention, 33(4), 298–309.CrossRef Kaiser, A. P., & Roberts, M. Y. (2011). Advances in early communication and language intervention. Journal of Early Intervention, 33(4), 298–309.CrossRef
go back to reference Knudsen, E. I., Heckman, J. J., Cameron, J. L., & Shonkoff, J. P. (2006). Economic, neurobiological, and behavioral perspectives on building America’s future workforce. Proceedings of the National Academy of Sciences, 103(27), 10155–10162. doi:10.1073/pnas.0600888103.CrossRef Knudsen, E. I., Heckman, J. J., Cameron, J. L., & Shonkoff, J. P. (2006). Economic, neurobiological, and behavioral perspectives on building America’s future workforce. Proceedings of the National Academy of Sciences, 103(27), 10155–10162. doi:10.​1073/​pnas.​0600888103.CrossRef
go back to reference Kong, N., & Carta, J. J. (2013). Responsive interaction interventions for children at risk for and with developmental delays. Topics in Early Childhood Special Education, 33(1), 4–17.CrossRef Kong, N., & Carta, J. J. (2013). Responsive interaction interventions for children at risk for and with developmental delays. Topics in Early Childhood Special Education, 33(1), 4–17.CrossRef
go back to reference Kuhl, P. (2004). Early language acquistion: Cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–834.PubMedCrossRef Kuhl, P. (2004). Early language acquistion: Cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–834.PubMedCrossRef
go back to reference Kuhl, P., & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience, 31(1), 511–534.PubMedCrossRef Kuhl, P., & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience, 31(1), 511–534.PubMedCrossRef
go back to reference Little, T. D., Schnabel, K. U., & Baumert, J. (2000). Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples. Mahwah, NJ: Erlbaum. Little, T. D., Schnabel, K. U., & Baumert, J. (2000). Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples. Mahwah, NJ: Erlbaum.
go back to reference Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263–290.CrossRef Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263–290.CrossRef
go back to reference McConnell, S. R., Wackerle-Hollman, A. K., Roloff, T. A., & Rodriguez, M. (2014). Designing a measurement framework for response to intervention in early childhood programs. Journal of Early Intervention, 36(4), 263–280.CrossRef McConnell, S. R., Wackerle-Hollman, A. K., Roloff, T. A., & Rodriguez, M. (2014). Designing a measurement framework for response to intervention in early childhood programs. Journal of Early Intervention, 36(4), 263–280.CrossRef
go back to reference Mendelsohn, A. L., Huberman, H. S., Berkule, S. B., Brockmeyer, C. A., Morrow, L. M., & Dreyer, B. P. (2011). Primary care strategies for promoting parent–child interactions and school readiness in at-risk families: The Bellevue Project for Early Language, Literacy, and Education Success. Archives of Pediatric Adolescent Medicine, 165(1), 33–41. doi:10.1001/archpediatrics.2010.254. Mendelsohn, A. L., Huberman, H. S., Berkule, S. B., Brockmeyer, C. A., Morrow, L. M., & Dreyer, B. P. (2011). Primary care strategies for promoting parent–child interactions and school readiness in at-risk families: The Bellevue Project for Early Language, Literacy, and Education Success. Archives of Pediatric Adolescent Medicine, 165(1), 33–41. doi:10.​1001/​archpediatrics.​2010.​254.
go back to reference Morrison, F., Bachman, H., & Connor, C. (2005). Improving literacy in America. New Haven: Yale University Press.CrossRef Morrison, F., Bachman, H., & Connor, C. (2005). Improving literacy in America. New Haven: Yale University Press.CrossRef
go back to reference NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428–442.CrossRef NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428–442.CrossRef
go back to reference Paine-Andrews, A., Fisher, J. L., Berkely Patton, J., Fawcett, S. B., Williams, E. L., Lewis, R. K., et al. (2002). Ananlyzing the contribution of community change to population health outcomes in an adolescent pregnancy prevention initiative. Health Education and Behavior, 29(2), 183–193.PubMedCrossRef Paine-Andrews, A., Fisher, J. L., Berkely Patton, J., Fawcett, S. B., Williams, E. L., Lewis, R. K., et al. (2002). Ananlyzing the contribution of community change to population health outcomes in an adolescent pregnancy prevention initiative. Health Education and Behavior, 29(2), 183–193.PubMedCrossRef
go back to reference Perry, C. L., Williams, C. L., Komro, K. A., Veblen-Mortenson, S., Stigler, M. H., Munson, K. A., et al. (2002). Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research, 17(1), 117–132.PubMedCrossRef Perry, C. L., Williams, C. L., Komro, K. A., Veblen-Mortenson, S., Stigler, M. H., Munson, K. A., et al. (2002). Project Northland: Long-term outcomes of community action to reduce adolescent alcohol use. Health Education Research, 17(1), 117–132.PubMedCrossRef
go back to reference Peterson, P., Carta, J. J., & Greenwood, C. R. (2005). The effects of teaching enhanced milieu language teaching skills to parents in multiple risk families. Journal of Early Intervention, 27(2), 94–109.CrossRef Peterson, P., Carta, J. J., & Greenwood, C. R. (2005). The effects of teaching enhanced milieu language teaching skills to parents in multiple risk families. Journal of Early Intervention, 27(2), 94–109.CrossRef
go back to reference Raizada, R. D. S., Richards, T. L., Meltzoff, A., & Kuhl, P. K. (2008). Socioeconomic status predicts hemispheric specialisation of the left inferior frontal gyrus in young children. NeuroImage, 40(3), 1392–1401.PubMedPubMedCentralCrossRef Raizada, R. D. S., Richards, T. L., Meltzoff, A., & Kuhl, P. K. (2008). Socioeconomic status predicts hemispheric specialisation of the left inferior frontal gyrus in young children. NeuroImage, 40(3), 1392–1401.PubMedPubMedCentralCrossRef
go back to reference Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.PubMedCrossRef Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.PubMedCrossRef
go back to reference Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185–205.PubMedCrossRef Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185–205.PubMedCrossRef
go back to reference Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skills. Developmental Psychology, 83(2), 508–525. Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skills. Developmental Psychology, 83(2), 508–525.
go back to reference Scherr, R. E., Linnell, J. D., Smith, M. H., Briggs, M., Bergman, J., Brian, K. M., et al. (2014). The shaping healthy choices program: Design and implementation methodologies for a multicomponent, school-based nutrition education intervention. Journal of Nutrition Education and Behavior, 46(6), e13–e21. doi:10.1111/j.1365-2214.2010.01205.PubMedCrossRef Scherr, R. E., Linnell, J. D., Smith, M. H., Briggs, M., Bergman, J., Brian, K. M., et al. (2014). The shaping healthy choices program: Design and implementation methodologies for a multicomponent, school-based nutrition education intervention. Journal of Nutrition Education and Behavior, 46(6), e13–e21. doi:10.​1111/​j.​1365-2214.​2010.​01205.PubMedCrossRef
go back to reference Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
go back to reference Silva-Sanigorski, A., Elea., D., Bell, C., Kremer, P., Carpenter, L., Nichols, M. et al. (2010). Obesity prevention in the family day care setting: Impact of the Romp and Chomp intervention on opportunities for children’s physical activity and health eating. Child: Care, Health and Development, 385–393. doi:10.1111/j.1365-2214.2010.01205. Silva-Sanigorski, A., Elea., D., Bell, C., Kremer, P., Carpenter, L., Nichols, M. et al. (2010). Obesity prevention in the family day care setting: Impact of the Romp and Chomp intervention on opportunities for children’s physical activity and health eating. Child: Care, Health and Development, 385–393. doi:10.​1111/​j.​1365-2214.​2010.​01205.
go back to reference Snijders, T., & Bosker, R. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd ed.). Thousand Oaks, CA: Sage. Snijders, T., & Bosker, R. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd ed.). Thousand Oaks, CA: Sage.
go back to reference Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council: National Academy Press. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council: National Academy Press.
go back to reference Spencer, E. J., Spencer, T., Goldstein, H., & Schneider, N. (2013). Identifying early literacy learning needs: Implications for child outcome standards and assessment systems. In T. Shanahan & C. Lonigan (Eds.), Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Paul H. Brookes. Spencer, E. J., Spencer, T., Goldstein, H., & Schneider, N. (2013). Identifying early literacy learning needs: Implications for child outcome standards and assessment systems. In T. Shanahan & C. Lonigan (Eds.), Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Paul H. Brookes.
go back to reference Spoth, R., & Greenberg, M. (2011). Impact challenges in community science-with-practice: Lessons from PROSPER on transformative practitioner-scientist partnerships and prevention infrastructure development. American Journal of Community Psychology, 48(1–2), 106–119. doi:10.1007/s10464-010-9417-7.PubMedPubMedCentralCrossRef Spoth, R., & Greenberg, M. (2011). Impact challenges in community science-with-practice: Lessons from PROSPER on transformative practitioner-scientist partnerships and prevention infrastructure development. American Journal of Community Psychology, 48(1–2), 106–119. doi:10.​1007/​s10464-010-9417-7.PubMedPubMedCentralCrossRef
go back to reference Stile, S., & Ortiz, R. (1999). A model for involvement of fathers in literacy development with young at-risk and exceptional children. Early Childhood Education Journal, 26(4), 221–224. doi:10.1023/A:1022959521925.CrossRef Stile, S., & Ortiz, R. (1999). A model for involvement of fathers in literacy development with young at-risk and exceptional children. Early Childhood Education Journal, 26(4), 221–224. doi:10.​1023/​A:​1022959521925.CrossRef
go back to reference Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E. A., Sapolich, S. G., et al. (2016). A parent-directed language intervention for children of low socioeconomic status: A randomized controlled pilot study. Journal of Child Language, 43(2), 366–406. doi:10.1017/S0305000915000033.CrossRef Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E. A., Sapolich, S. G., et al. (2016). A parent-directed language intervention for children of low socioeconomic status: A randomized controlled pilot study. Journal of Child Language, 43(2), 366–406. doi:10.​1017/​S030500091500003​3.CrossRef
go back to reference Suskind, D. L., Leffel, K. R., Hernandez, M. W., Sapolich, S. G., Suskind, E., Kirkham, E., et al. (2013b). An exploratory study of “quantitative linguistic feedback: Effect of LENA feedback on adult language production. Communication Disorders Quarterly, 34(4), 199–209. doi:10.1177/1525740112473146.CrossRef Suskind, D. L., Leffel, K. R., Hernandez, M. W., Sapolich, S. G., Suskind, E., Kirkham, E., et al. (2013b). An exploratory study of “quantitative linguistic feedback: Effect of LENA feedback on adult language production. Communication Disorders Quarterly, 34(4), 199–209. doi:10.​1177/​1525740112473146​.CrossRef
go back to reference Suskind, D. L., Suskind, B., & Lewinter-Suskind, L. (2015). Thirty million words: Building a child’s brain—Tune in, Talk more, Take turns. New York, NY: Dutton. Suskind, D. L., Suskind, B., & Lewinter-Suskind, L. (2015). Thirty million words: Building a child’s brain—Tune in, Talk more, Take turns. New York, NY: Dutton.
go back to reference Trent, J. A., Kaiser, A. P., & Frey, J. R. (2007). Older siblings’ use of responsive interaction strategies and the effects on their younger siblings with Down syndrome. Journal of Early Intervention, 29(4), 273–286.CrossRef Trent, J. A., Kaiser, A. P., & Frey, J. R. (2007). Older siblings’ use of responsive interaction strategies and the effects on their younger siblings with Down syndrome. Journal of Early Intervention, 29(4), 273–286.CrossRef
go back to reference U.S. Department of Health and Human Services. (2014). The Health Consequences of Smoking-50 Years of Progress: A Report of the Surgeon General. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, Atlanta, GA. U.S. Department of Health and Human Services. (2014). The Health Consequences of Smoking-50 Years of Progress: A Report of the Surgeon General. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, Atlanta, GA.
go back to reference Wagenaar, A. C., Murray, D. M., Gehan, J. P., Wolfson, M., Forster, J. L., Toomey, T. L., et al. (2000). Communities mobilizing for change on alcohol: Outcomes from a randomized community trial. Journal of Studies on Alcohol and Drugs, 61, 85–94.CrossRef Wagenaar, A. C., Murray, D. M., Gehan, J. P., Wolfson, M., Forster, J. L., Toomey, T. L., et al. (2000). Communities mobilizing for change on alcohol: Outcomes from a randomized community trial. Journal of Studies on Alcohol and Drugs, 61, 85–94.CrossRef
go back to reference Walker, D., & Bigelow, K. (2012). Building the capacity to support children’s language learning through naturalistic communication strategies. KITS Kansas Inservice Training Service Newsletter, 21(1), 1–5. Walker, D., & Bigelow, K. (2012). Building the capacity to support children’s language learning through naturalistic communication strategies. KITS Kansas Inservice Training Service Newsletter, 21(1), 1–5.
go back to reference Walker, D., Bigelow, K. M., & Harjusola-Webb, S. (2008). Increasing communication and language-learning opportunities for infants and toddlers (p. 10). Series: Young Exceptional Children Monograph. Walker, D., Bigelow, K. M., & Harjusola-Webb, S. (2008). Increasing communication and language-learning opportunities for infants and toddlers (p. 10). Series: Young Exceptional Children Monograph.
go back to reference Walker, D., & Buzhardt, J. (2010). IGDI administration: Coding, scoring, and graphing. In J. J. Carta, C. R. Greenwood, D. Walker, & J. Buzhardt (Eds.), Using IGDIs: Monitoring progress and improving intervention results for infants and young children (pp. 23–35). Baltimore: Brookes. Walker, D., & Buzhardt, J. (2010). IGDI administration: Coding, scoring, and graphing. In J. J. Carta, C. R. Greenwood, D. Walker, & J. Buzhardt (Eds.), Using IGDIs: Monitoring progress and improving intervention results for infants and young children (pp. 23–35). Baltimore: Brookes.
go back to reference Walker, D., Greenwood, C. R., Hart, B., & Carta, J. J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606–621.PubMedCrossRef Walker, D., Greenwood, C. R., Hart, B., & Carta, J. J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606–621.PubMedCrossRef
go back to reference Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention. American Psychologists, 58(6/7), 441–448.CrossRef Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention. American Psychologists, 58(6/7), 441–448.CrossRef
go back to reference Wandersman, A., Imm, P., Chinman, M., & Kaftarian, S. (2000). Getting to outcomes: A results-based approach to accountability. Evaluation and Program Planning, 23, 389–395.CrossRef Wandersman, A., Imm, P., Chinman, M., & Kaftarian, S. (2000). Getting to outcomes: A results-based approach to accountability. Evaluation and Program Planning, 23, 389–395.CrossRef
go back to reference Warren, S. F., Fey, M. E., Finestack, L. H., Brady, N. C., Bredin-Oja, S. L., & Fleming, K. K. (2008). A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching. Journal of Speech, Language & Hearing Research, 51(2), 451–470.CrossRef Warren, S. F., Fey, M. E., Finestack, L. H., Brady, N. C., Bredin-Oja, S. L., & Fleming, K. K. (2008). A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching. Journal of Speech, Language & Hearing Research, 51(2), 451–470.CrossRef
go back to reference Warren, S. F., Yoder, P., Gazdag, G., Kim, K., & Jones, H. (1993). Facilitating prelinguistic communication skills in young children with developmental delay. Journal of Speech and Hearing Research, 36, 83–97.PubMedCrossRef Warren, S. F., Yoder, P., Gazdag, G., Kim, K., & Jones, H. (1993). Facilitating prelinguistic communication skills in young children with developmental delay. Journal of Speech and Hearing Research, 36, 83–97.PubMedCrossRef
go back to reference Watson-Thompson, J., Fawcett, S. B., & Schultz, J. A. (2008). A framework for community mobilization to promote healthy youth development. American Journal of Preventive Medicine, 34(3), S72–S81.PubMedCrossRef Watson-Thompson, J., Fawcett, S. B., & Schultz, J. A. (2008). A framework for community mobilization to promote healthy youth development. American Journal of Preventive Medicine, 34(3), S72–S81.PubMedCrossRef
go back to reference Watson-Thompson, J., Keene Woods, N., Schober, D. J., & Schultz, J. A. (2013). Enhancing the capacity of substance abuse prevention coalitions through training and technical assistance. Journal of Prevention and Intervention in the Community, 41(3), 176–187.PubMedCrossRef Watson-Thompson, J., Keene Woods, N., Schober, D. J., & Schultz, J. A. (2013). Enhancing the capacity of substance abuse prevention coalitions through training and technical assistance. Journal of Prevention and Intervention in the Community, 41(3), 176–187.PubMedCrossRef
go back to reference Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver implemented teaching strategies in the daily routines on children’s communication outcomes. Journal of Early Intervention, 26, 175–193.CrossRef Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver implemented teaching strategies in the daily routines on children’s communication outcomes. Journal of Early Intervention, 26, 175–193.CrossRef
go back to reference Work Group for Community Health and Development. (2009). Online documentation and support system codebook. Lawrence, KS: University of Kansas. Work Group for Community Health and Development. (2009). Online documentation and support system codebook. Lawrence, KS: University of Kansas.
go back to reference Xu, D., Yapanel, U., & Gray, S. (2009). Reliability of the LENA™ Language Environment Analysis System in young children’s natural home environment. Xu, D., Yapanel, U., & Gray, S. (2009). Reliability of the LENA™ Language Environment Analysis System in young children’s natural home environment.
go back to reference Xu, D., Yapanel, U., Gray, S., Gilkerson, J., Richards, J. A., & Hansen, J. (2008). Signal processing for young child speech language development. In Paper presented at the First Workshop on Child, Computer and Interaction. Xu, D., Yapanel, U., Gray, S., Gilkerson, J., Richards, J. A., & Hansen, J. (2008). Signal processing for young child speech language development. In Paper presented at the First Workshop on Child, Computer and Interaction.
go back to reference Yoder, P. J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., & Sandbank, M. (2013). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-Based Communication Assessment and Intervention, 7(4), 150–174.PubMedCrossRef Yoder, P. J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., & Sandbank, M. (2013). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-Based Communication Assessment and Intervention, 7(4), 150–174.PubMedCrossRef
go back to reference Zhang, Y., Xu, X., Jiang, F., Gilkerson, J., Xu, D., Richards, J. A., et al. (2015). Effects of quantitative linguistic feedback to caregivers of young children a pilot study in China. Communication Disorders Quarterly, 37(1), 16–24. doi:10.1177/1525740115575771.CrossRef Zhang, Y., Xu, X., Jiang, F., Gilkerson, J., Xu, D., Richards, J. A., et al. (2015). Effects of quantitative linguistic feedback to caregivers of young children a pilot study in China. Communication Disorders Quarterly, 37(1), 16–24. doi:10.​1177/​1525740115575771​.CrossRef
go back to reference Zill, N., & Resnick, G. (2006). Emergent literacy of low-income children in head start: Relationships with child and family characteristics, program factors, and classroom quailty. In D. K. Dickenson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 347–371). New York: Guilford. Zill, N., & Resnick, G. (2006). Emergent literacy of low-income children in head start: Relationships with child and family characteristics, program factors, and classroom quailty. In D. K. Dickenson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 347–371). New York: Guilford.
go back to reference Zimmerman, I. L., Steiner, V. G., & Pond, R. V. (1992). Preschool Language Scale—3. San Antonio, TX: The Psychological Corporation. Zimmerman, I. L., Steiner, V. G., & Pond, R. V. (1992). Preschool Language Scale—3. San Antonio, TX: The Psychological Corporation.
go back to reference Zimmerman, I. L., Steiner, V. G., & Pond, R. V. (2002). Preschool Language Scale—4 (4th ed.). San Antonio, TX: The Psychological Corporation. Zimmerman, I. L., Steiner, V. G., & Pond, R. V. (2002). Preschool Language Scale—4 (4th ed.). San Antonio, TX: The Psychological Corporation.
go back to reference Zimmerman, I. L., Steiner, V. G., & Pond, R. V. (2012). Preschool Language Scale—5. San Antonio, TX: Pearson. Zimmerman, I. L., Steiner, V. G., & Pond, R. V. (2012). Preschool Language Scale—5. San Antonio, TX: Pearson.
Metagegevens
Titel
Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap
Auteurs
Charles R. Greenwood
Judith J. Carta
Dale Walker
Jomella Watson-Thompson
Jill Gilkerson
Anne L. Larson
Alana Schnitz
Publicatiedatum
01-02-2017
Uitgeverij
Springer US
Gepubliceerd in
Clinical Child and Family Psychology Review / Uitgave 1/2017
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI
https://doi.org/10.1007/s10567-017-0223-8