Mary Ann Evans
Biographic Data
| ID | 3655173 |
|---|---|
| NAME | Mary Ann Evans |
| GIVEN NAMES | Mary Ann |
| FAMILY NAME | Evans |
| SIGNATURE | EVANS M A |
| AFFILIATIONS | University of Guelph |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Learning to read at home: Kindergarten children’s report in relation to observed parent behaviour
The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings
An Investigation of Control Among Parents of Selectively Mute, Anxious, and Non-Anxious Children
Language skills in shy and non-shy preschoolers and the effects of assessment context
Nineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy children spoke less than non-shy and middle children at home. Additionally, the parents of shy children spok…
Developmental changes in parents' use of miscue feedback during shared book reading
This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were audiotaped in their homes reading books with their children in kindergarten, first grade, and second grad…
Evaluating the Learning Opportunities Program: Some Challenges and Lessons Learned
Recent research indicates that, with appropriate instruction, accommodation, and support, students with learning disabilities can successfully meet the academic and social challenges of university. In 1998, the Learning Opportunities Program was launched at the University of Guelph to promote the academic and workplace success and social-emotional adjustment of students with learning disabilities. This multi-faceted program, funded by the Learnin…
Home literacy activities and their influence on early literacy skills.
The relationship between the home environments of 66 children and their language and literacy development was examined. After accounting for child age, parent education, and child ability as indexed by scores on a rapid automatized naming task and Block Design of the WPPSI-R, shared book reading at home made no contribution to the prediction of the literacy skills of letter name and letter sound knowledge in kindergarten. In contrast, home activi…
Repeated maternal book reading with two children: Language-normal and language-impaired
The nature of mother-child interactions when repeatedly reading the same book was examined in two dyads, one having a language- impaired child (age 3;9), and the other a language-normal child (age 2;2) matched on mean length of utterance and expressive vocabulary. Each mother tape-recorded nine sessions reading the same picture book in her home with her son over a five month period. Each dyad displayed distinctive interaction styles, the dyad wit…
Attribute saliency and metaphor interpretation in school-age children
The present investigation examined the relationship between attribute saliency and metaphor interpretation in school children. Ortony's theory that metaphors entail salience imbalance prompted the generation of two types of metaphors, PREDICATE-PROMOTING (PP) and PREDICATE-INTRODUCING (PI) metaphors. An adult sample was used to select metaphors of each type which were then presented to 24 children in each of grades three, five, and seven (mean ag…
Linguistic accommodation in a bilingual family: One perspective on the language acquisition of a bilingual child being raised in a monolingual community
A report is given on one longitudinal aspect of the language acquisition of Alun, a Welsh/English bilingual child being raised in England. The father is L1 Welsh, but the mother has learned Welsh in order to speak it to her son, and the standard of her spoken Welsh is still no more than that of a good learner. In the course of the study it was noticed that the father was accommodating both the mother's and the child's linguistic errors. This repo…
Jane Austen and the state
1. The World of Jane Austen 2. Property Relations 3. Questioning the Patriarchal Order 4. Women, Men and the State
Evans and Carr Reply to Shapiro
Impact of classroom activities on beginning reading development
Rarely do we appreciate the variety of grade 1 programs and the real possibility that different reading curricula have different effects on learning and the organization of cognitive abilities
Cognitive Abilities, Conditions of Learning, and the Early Development of Reading Skill
TWO GROUPS of primary-grade classrooms differing in their instructional approach to beginning reading were compared to assess the relationship between learning activities, cognitive abilities, and reading skill. Students' activities in 20 classrooms were observed, confirming that half of the classrooms followed an individualized language-experience approach and half a decoding-oriented basal reader approach. Year-end testing of the students revea…
A Comparative Study of Young Children's Classroom Activities and Learning Outcomes
S ummary . Ten ‘informal’ and ten ‘comparison’ primary grade classrooms matched according to socio‐economic neighbourhood, grade, and instructional organisation were observed using the Pupil Activity Scan, an observation instrument specifically designed for the present study to record pupil behaviour. Analysis of the observational data indicated that children in informal classes engaged in child‐to‐child interaction, play activities, individual c…
The Novel and Revolution
Cognitive Abilities, Conditions of Learning, and the Early Development of Reading Skill
TWO GROUPS of primary-grade classrooms differing in their instructional approach to beginning reading were compared to assess the relationship between learning activities, cognitive abilities, and reading skill. Students' activities in 20 classrooms were observed, confirming that half of the classrooms followed an individualized language-experience approach and half a decoding-oriented basal reader approach. Year-end testing of the students revea…
Learning to read at home: Kindergarten children’s report in relation to observed parent behaviour
The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings
Developmental changes in parents' use of miscue feedback during shared book reading
This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were audiotaped in their homes reading books with their children in kindergarten, first grade, and second grad…
The Novel and Revolution
A Comparative Study of Young Children's Classroom Activities and Learning Outcomes
S ummary . Ten ‘informal’ and ten ‘comparison’ primary grade classrooms matched according to socio‐economic neighbourhood, grade, and instructional organisation were observed using the Pupil Activity Scan, an observation instrument specifically designed for the present study to record pupil behaviour. Analysis of the observational data indicated that children in informal classes engaged in child‐to‐child interaction, play activities, individual c…
Impact of classroom activities on beginning reading development
Rarely do we appreciate the variety of grade 1 programs and the real possibility that different reading curricula have different effects on learning and the organization of cognitive abilities
Cognitive Abilities, Conditions of Learning, and the Early Development of Reading Skill
TWO GROUPS of primary-grade classrooms differing in their instructional approach to beginning reading were compared to assess the relationship between learning activities, cognitive abilities, and reading skill. Students' activities in 20 classrooms were observed, confirming that half of the classrooms followed an individualized language-experience approach and half a decoding-oriented basal reader approach. Year-end testing of the students revea…
Evans and Carr Reply to Shapiro
Linguistic accommodation in a bilingual family: One perspective on the language acquisition of a bilingual child being raised in a monolingual community
A report is given on one longitudinal aspect of the language acquisition of Alun, a Welsh/English bilingual child being raised in England. The father is L1 Welsh, but the mother has learned Welsh in order to speak it to her son, and the standard of her spoken Welsh is still no more than that of a good learner. In the course of the study it was noticed that the father was accommodating both the mother's and the child's linguistic errors. This repo…
Jane Austen and the state
1. The World of Jane Austen 2. Property Relations 3. Questioning the Patriarchal Order 4. Women, Men and the State
Attribute saliency and metaphor interpretation in school-age children
The present investigation examined the relationship between attribute saliency and metaphor interpretation in school children. Ortony's theory that metaphors entail salience imbalance prompted the generation of two types of metaphors, PREDICATE-PROMOTING (PP) and PREDICATE-INTRODUCING (PI) metaphors. An adult sample was used to select metaphors of each type which were then presented to 24 children in each of grades three, five, and seven (mean ag…
Repeated maternal book reading with two children: Language-normal and language-impaired
The nature of mother-child interactions when repeatedly reading the same book was examined in two dyads, one having a language- impaired child (age 3;9), and the other a language-normal child (age 2;2) matched on mean length of utterance and expressive vocabulary. Each mother tape-recorded nine sessions reading the same picture book in her home with her son over a five month period. Each dyad displayed distinctive interaction styles, the dyad wit…
Home literacy activities and their influence on early literacy skills.
The relationship between the home environments of 66 children and their language and literacy development was examined. After accounting for child age, parent education, and child ability as indexed by scores on a rapid automatized naming task and Block Design of the WPPSI-R, shared book reading at home made no contribution to the prediction of the literacy skills of letter name and letter sound knowledge in kindergarten. In contrast, home activi…
Evaluating the Learning Opportunities Program: Some Challenges and Lessons Learned
Recent research indicates that, with appropriate instruction, accommodation, and support, students with learning disabilities can successfully meet the academic and social challenges of university. In 1998, the Learning Opportunities Program was launched at the University of Guelph to promote the academic and workplace success and social-emotional adjustment of students with learning disabilities. This multi-faceted program, funded by the Learnin…
Developmental changes in parents' use of miscue feedback during shared book reading
This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were audiotaped in their homes reading books with their children in kindergarten, first grade, and second grad…
Language skills in shy and non-shy preschoolers and the effects of assessment context
Nineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy children spoke less than non-shy and middle children at home. Additionally, the parents of shy children spok…
An Investigation of Control Among Parents of Selectively Mute, Anxious, and Non-Anxious Children
The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings
Learning to read at home: Kindergarten children’s report in relation to observed parent behaviour
Psychology (14 works) · Developmental psychology (10 works) · Linguistics (10 works) · Reading and Literacy Development (8 works) · Child Development and Digital Technology (6 works) · Computer Science (6 works) · Mathematics education (5 works) · Reading (process) (5 works) · Cognitive psychology (4 works) · Language Development and Disorders (3 works)