Lynne Vernon‐feagan
Dados Biográficos
| ID | 104117 |
|---|---|
| NOME | Lynne Vernon‐feagan |
| PRENOMES | Lynne |
| SOBRENOME | Vernon‐feagan |
| ASSINATURA | FEAGAN L V |
| AFILIAÇÕES | University of North Carolina at Chapel Hill |
| ORCID | 0000-0001-6902-0526 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 44 |
| TOTAL DE CITAÇÕES | 334 |
| TOTAL COMO AUTOR | 44 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 11 |
Head Start in Low-Wealth, Rural Communities
This study utilized data from the Family Life Project (FLP) to examine Head Start children’s school readiness skills at the end of preschool in comparison to two other care groups: home-based care and other center-based care. The FLP study enrolled a birth-cohort of 1,292 children born in two historically low-wealth, rural regions of the U.S., with oversampling of children from low-wealth families and African American families. Propensity score w…
Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and later literacy skills across elementary school. The current study examined how multiple years of earl…
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program wit…
Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, …
How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language
The maternal language input literature suggests that mothers with more education use a greater quantity and complexity of language with their young children compared to mothers with less education although race and socioeconomic status have been confounded in most studies because of small sample sizes. The current Family Life study included a representative sample of 1,292 children, oversampling for poverty and African American, followed from bir…
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsa…
Mothers' and Fathers' Mental State Talk
ObjectiveThe current study examined the contributions of cultural and economic contexts and family, child, and parent characteristics to explain variation within and between mothers' and fathers' mental state talk (i.e., cognition, desire, modulation of assertion, and other mental state talk) to their 6-month-old infants.BackgroundGrowing evidence supports the importance of mental state talk for children, yet few studies have examined factors tha…
School-entry skills predicting school-age academic and social–emotional trajectories
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills
Early student (dis)engagement
Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3rd grade. The decision to drop out of school is thus a dynamic developmental process that can begin with disengagement in elementary school. Yet few studies have examined the multilevel factors t…
Cumulative years of classroom quality from kindergarten to third grade
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families
Depth, persistence, and timing of poverty and the development of school readiness skills in rural low-income regions
Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools
Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners
The purpose of this study was to evaluate whether the Targeted Reading Intervention ( TRI ), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners ( EL s). Participants for the current study were drawn from a larger three‐year randomized controlled trial and included 108 EL s from 47 classrooms randomly assigned to treatment and control condi…
Otitis media and respiratory sinus arrhythmia across infancy and early childhood
Otitis media (OM)-or middle-ear inflammation-is the most widely diagnosed childhood illness, with evidence implicating OM in a range of distal problems (e.g., language delays, attention problems). Polyvagal theory (Porges, 1995, 2007) posits that there also are likely important connections between middle-ear functioning and children's developing parasympathetic nervous systems (PNS). Using prospective longitudinal data from the Family Life Projec…
Maternal depressive symptoms, mother-child interactions, and children’s executive function
This study examined the independent and mediated associations between maternal depression symptoms (MDS), mother-child interaction, and child executive function (EF) in a prospective longitudinal sample of 1,037 children (50% boys) from predominantly low-income and rural communities. When children were 6, 15 and 24 months of age, mothers reported their level of depressive symptomatology. At 24 and 36 months of age, mother-child interactions durin…
Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes
The role of household chaos in understanding relations between early poverty and children’s academic achievement
Exploring magnitude of change in teacher efficacy and implications for students' literacy growth
Predictors of behavioral regulation in kindergarten
Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in understanding both early EF and later behavioral regulation at school age. To explore these relations…
Racial Discrimination as a Correlate of African American Mothers' Emotion Talk to Young Children
The current study was designed to test hypotheses derived from an ecological framework regarding the association between perceived racial discrimination and maternal emotion talk among a sample of 415 African American mothers living in the rural South. Mothers reported on experiences with racial discrimination when her child was 24 months old. Additionally, maternal emotion awareness was assessed by mothers' use of emotion words during an emotion…
Household chaos and children’s cognitive and socio-emotional development in early childhood
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of …
Predictors of behavioral regulation in kindergarten
Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in understanding both early EF and later behavioral regulation at school age. To explore these relations…
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of …
Buffers of Racial Discrimination
The current study examines racial discrimination as a predictor of depression in a sample of 414 rural, low-income African American mothers of young children. The potential moderating role of optimism and church-based social support was also examined. Mothers completed questionnaires when their child was 24 months old. Hierarchical regression revealed that mothers' perception of racism was a significant predictor of depression even after controll…
Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities
OBJECTIVE: The extent to which the severity of exposure to social risk is related to parenting and cognitive development in the first 15 months of an infant's life was studied in a representative diverse sample of families in two rural poor regions in the United States. DESIGN: One thousand two hundred ninety-two families were followed for the first 15 months of the infant's life. RESULTS: Evidence supported a pathway from risk severity through m…
Chaos, poverty, and parenting
Fathers’ early contributions to children's language development in families from low-income rural communities
Household chaos and children’s cognitive and socio-emotional development in early childhood
Paternal Work Stress and Latent Profiles of Father-Infant Parenting Quality
The current study used latent profile analysis (LPA) to examine the implications of fathers' experiences of work stress for paternal behaviors with infants across multiple dimensions of parenting in a sample of fathers living in nonmetropolitan communities (N = 492). LPA revealed five classes of fathers based on levels of social-affective behaviors and linguistic stimulation measured during two father-infant interactions. Multinomial logistic reg…
Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten
Caregiver–child verbal interactions in child care
The role of context in mother-child interactions
The role of household chaos in understanding relations between early poverty and children’s academic achievement
Thresholds in the association between child care quality and child outcomes in rural preschool children
Early Environmental Correlates of Maternal Emotion Talk
OBJECTIVE: The primary goal of this study was to examine contextual, child, and maternal factors that are associated with mothers' early emotion talk in an ethnically diverse, low-income sample. DESIGN: Emotion talk (positive and negative labels) was coded for 1111 mothers while engaged with their 7-month-olds in viewing an emotion-faces picture book. Infant attention during the interaction was also coded. Mothers' parenting style (positive engag…
School-entry skills predicting school-age academic and social–emotional trajectories
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills
Child care and cortisol across early childhood
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, w…
Fathers' Early Emotion Talk
Contextual, mother-, child-, and father-level variables were examined in association with fathers' emotion talk to infants during a shared picture book activity, in an ethnically diverse, low-income sample (N = 549). Significant main effects included the rate of emotion talk from fathers' romantic partners (i.e., the infant's mother), infant attention and distress, and sensitive parenting. Significant interactions were also found. Higher income A…
The relationship of maternal work characteristics to childcare type and quality in rural communities
Drawing on data from the Family Life Project collected in North Carolina and Pennsylvania, this paper examines the relationship between maternal work characteristics and childcare type and quality in rural communities. Research is limited on the childcare experiences of rural families. Rural areas have less access to formal childcare and families often commute long distances for work, restricting childcare options. Employed mothers using childcar…
Racial Discrimination as a Correlate of African American Mothers' Emotion Talk to Young Children
The current study was designed to test hypotheses derived from an ecological framework regarding the association between perceived racial discrimination and maternal emotion talk among a sample of 415 African American mothers living in the rural South. Mothers reported on experiences with racial discrimination when her child was 24 months old. Additionally, maternal emotion awareness was assessed by mothers' use of emotion words during an emotion…
Development of student–teacher relationships in rural early elementary classrooms
Nonstandard maternal work schedules
Otitis media, the quality of child care, and the social/communicative behavior of toddlers
Depth, persistence, and timing of poverty and the development of school readiness skills in rural low-income regions
Early student (dis)engagement
Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3rd grade. The decision to drop out of school is thus a dynamic developmental process that can begin with disengagement in elementary school. Yet few studies have examined the multilevel factors t…
Early communicative intents expressed by 12-month- old children with and without chronic otitis media
The current study compares the early communication of 12- month-old children with and without chronic otitis media during interactions with their parents. Results indicated that children with chronic otitis media used significantly fewer nonverbal strategies to help parents interpret their otherwise unintelligible vocaliz ations than their healthy peers did. The two groups were similar in early lexical development and some aspects of pragmatic de…
The role of context in mother-child interactions
Otitis media, the quality of child care, and the social/communicative behavior of toddlers
Mother and father language input to young children
Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities
OBJECTIVE: The extent to which the severity of exposure to social risk is related to parenting and cognitive development in the first 15 months of an infant's life was studied in a representative diverse sample of families in two rural poor regions in the United States. DESIGN: One thousand two hundred ninety-two families were followed for the first 15 months of the infant's life. RESULTS: Evidence supported a pathway from risk severity through m…
Early Environmental Correlates of Maternal Emotion Talk
OBJECTIVE: The primary goal of this study was to examine contextual, child, and maternal factors that are associated with mothers' early emotion talk in an ethnically diverse, low-income sample. DESIGN: Emotion talk (positive and negative labels) was coded for 1111 mothers while engaged with their 7-month-olds in viewing an emotion-faces picture book. Infant attention during the interaction was also coded. Mothers' parenting style (positive engag…
Family relationships during infancy and later mother and father vocabulary use with young children
The relationship of maternal work characteristics to childcare type and quality in rural communities
Drawing on data from the Family Life Project collected in North Carolina and Pennsylvania, this paper examines the relationship between maternal work characteristics and childcare type and quality in rural communities. Research is limited on the childcare experiences of rural families. Rural areas have less access to formal childcare and families often commute long distances for work, restricting childcare options. Employed mothers using childcar…
Fathers’ early contributions to children's language development in families from low-income rural communities
Buffers of Racial Discrimination
The current study examines racial discrimination as a predictor of depression in a sample of 414 rural, low-income African American mothers of young children. The potential moderating role of optimism and church-based social support was also examined. Mothers completed questionnaires when their child was 24 months old. Hierarchical regression revealed that mothers' perception of racism was a significant predictor of depression even after controll…
Chaos, poverty, and parenting
Paternal Work Stress and Latent Profiles of Father-Infant Parenting Quality
The current study used latent profile analysis (LPA) to examine the implications of fathers' experiences of work stress for paternal behaviors with infants across multiple dimensions of parenting in a sample of fathers living in nonmetropolitan communities (N = 492). LPA revealed five classes of fathers based on levels of social-affective behaviors and linguistic stimulation measured during two father-infant interactions. Multinomial logistic reg…
Fathers' Early Emotion Talk
Contextual, mother-, child-, and father-level variables were examined in association with fathers' emotion talk to infants during a shared picture book activity, in an ethnically diverse, low-income sample (N = 549). Significant main effects included the rate of emotion talk from fathers' romantic partners (i.e., the infant's mother), infant attention and distress, and sensitive parenting. Significant interactions were also found. Higher income A…
Nonstandard maternal work schedules
Caregiver–child verbal interactions in child care
Thresholds in the association between child care quality and child outcomes in rural preschool children
Development of student–teacher relationships in rural early elementary classrooms
Child care instability from 6 to 36 months and the social adjustment of children in prekindergarten
Child care and cortisol across early childhood
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, w…
Household chaos and children’s cognitive and socio-emotional development in early childhood
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of …
The role of household chaos in understanding relations between early poverty and children’s academic achievement
Exploring magnitude of change in teacher efficacy and implications for students' literacy growth
Predictors of behavioral regulation in kindergarten
Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in understanding both early EF and later behavioral regulation at school age. To explore these relations…
Racial Discrimination as a Correlate of African American Mothers' Emotion Talk to Young Children
The current study was designed to test hypotheses derived from an ecological framework regarding the association between perceived racial discrimination and maternal emotion talk among a sample of 415 African American mothers living in the rural South. Mothers reported on experiences with racial discrimination when her child was 24 months old. Additionally, maternal emotion awareness was assessed by mothers' use of emotion words during an emotion…
Psychology (44 obras) · Developmental psychology (39 obras) · Early Childhood Education and Development (34 obras) · Child and Adolescent Psychosocial and Emotional Development (20 obras) · Medicine (16 obras) · Mathematics education (14 obras) · Parental Involvement in Education (14 obras) · Language development (11 obras) · Pedagogy (11 obras) · Sociology (11 obras)