This article discusses the mothers synchronous playtime behaviors between herself and her child with Autism. They use two different measures in this study. The first examines four main things, visual reception, fine motor skills, receptive language and expressive language. The second measures mother and child engaging in free play with scarves, mother and child playing with a standard set of toys, and mother and child cleaning up the play area. The study was done with 67 children with autism under the age of 7. The study asked mothers to share their thoughts and feelings about their child with autism, the relationship with the child, and their own experience of learning that the child had autism.
This article discusses the mothers synchronous playtime behaviors between herself and her child with Autism. They use two different measures in this study. The first examines four main things, visual reception, fine motor skills, receptive language and expressive language. The second measures mother and child engaging in free play with scarves, mother and child playing with a standard set of toys, and mother and child cleaning up the play area. The study was done with 67 children with autism under the age of 7. The study asked mothers to share their thoughts and feelings about their child with autism, the relationship with the child, and their own experience of learning that the child had autism.
Kate Hauswald
http://www.sciencedirect.com.proxy.lib.iastate.edu:2048/science?_ob=ArticleURL&_udi=B6VFW-4TPF8XV-1&_user=716796&_coverDate=12%2F31%2F2009&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000040078&_version=1&_urlVersion=0&_userid=716796&md5=0d620a7a42b06642b5ae0772272e193f
This study was done on 223 kindergarten students in six suburban schools in
St. Albert, Alberta, Canada, and to parents of 232 kindergarten students in four schools in Rethymno, Crete, Greece. From this initial pool, 161 Canadian students and 177 Greek
students were given parental permission to participate in the study. Of them, 77 (39 males and 38 females; mean to see if the effect of different non-cognitive and cognitive factors have on reading varies as a function of orthographic consistency. They measure three viable, general cognitive abilities, phonological sensitive, and letter knowledge. The Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages.
Eunice Zuo
http://www.sciencedirect.com.proxy.lib.iastate.edu:2048/science?_ob=ArticleURL&_udi=B6W4B-4X1XD74-1&_user=716796&_coverDate=03%2F31%2F2010&_rdoc=7&_fmt=high&_orig=browse&_srch=doc-info(%23toc%236538%232010%23999749998%231571252%23FLA%23display%23Volume)&_cdi=6538&_sort=d&_docanchor=&_ct=10&_acct=C000040078&_version=1&_urlVersion=0&_userid=716796&md5=e61ea997d6ff85a2ad537f48ee4590bd
This study was done on eighty 4-and5-year olds who are English as second lanuage learners. 42 were males, 38 were females. They all came from a family who immigrated from a Portuguese speaking country some time in their family history. They were tested on how much English they learned from being read outside of the classroom for three weeks. The study showed that the children who were read to at home learned English a lot quicker and better than children who just sat in the classroom and heard it there.
If you have any quetions just read the article or ask me. :)
Megan Lane