Lori E Skibbe
Dados Biográficos
| ID | 225214 |
|---|---|
| NOME | Lori E Skibbe |
| PRENOMES | Lori E |
| SOBRENOME | Skibbe |
| ASSINATURA | SKIBBE L E |
| AFILIAÇÕES | Michigan State University |
| ORCID | 0000-0002-3794-262X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 132 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
A randomized controlled trial of HighScope’s teacher professional learning on preschoolers' executive function skills
A RCT was used to test the effects of teacher PL on preschoolers’ EF skills. • Teacher PL led to growth in preschoolers’ EF skills across preschool. • HighScope’s PL package shows promise for supporting children’s EF development. Teacher professional learning has been shown to promote children’s language, literacy, and social-emotional functioning - however, less is known about its impact on children’s executive function. In the present study, we…
Within-group variability in communication style among caregivers and its relation to the language abilities of Wolof-learning toddlers in Senegal
Studies of caregiver-child interactions in Western societies show that face-to-face communication, including verbal engagement and gaze, support child language outcomes. Ethnographic studies in agrarian non-Western communities, including in Africa, show that these face-to-face behaviors with children occur infrequently, with parents relying more on nonverbal and physical communication. However, observed cross-cultural differences in parenting sty…
Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment
Background The current study examined whether the home literacy environment (HLE) has the same meaning and predictive value for children with and without speech and/or language impairment. Methods Parents reported on their HLE for children with typical development ( n = 811) and those with speech and/or language impairment (S/LI, n = 235). All children were between 3 and 6 years of age. Children's letter–name knowledge, letter–sound knowledge and…
Guidelines and best practices for assessing young children remotely
Given the recent rise in the use of remote assessments to collect data from young children, researchers and practitioners would benefit from guidance on best practices within the field. Based on our experiences with assessing over 600 preschoolers remotely, our research team provides a set of main principles to guide professionals to successfully create and operationalize systems for remote assessment. Guidelines include detailed information abou…
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Strategies, recommendations, and validation of remote executive function tasks for use with young children
Research and development on remote assessments and services have been slowly progressing over the past decade in the areas of telehealth, telemedicine, and psychological e-Visits. However, much less research has focused on understanding whether neuropsychological and educational assessments can be converted for remote use with young children. In the present study, we tested the feasibility of administering a remote battery of executive function (…
Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy
Self-regulation and the development of literacy and language achievement from preschool through second grade
Family context and children’s early literacy skills
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set …
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting wri…
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
A portrait of family involvement during Head Start
Schooling effects on preschoolers’ self-regulation, early literacy, and language growth
Ecological contexts and early learning
School readiness among children with varying histories of language difficulties
This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected…
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set …
Ecological contexts and early learning
School readiness among children with varying histories of language difficulties
This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected…
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Schooling effects on preschoolers’ self-regulation, early literacy, and language growth
A portrait of family involvement during Head Start
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
Self-regulation and the development of literacy and language achievement from preschool through second grade
Family context and children’s early literacy skills
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting wri…
Strategies, recommendations, and validation of remote executive function tasks for use with young children
Research and development on remote assessments and services have been slowly progressing over the past decade in the areas of telehealth, telemedicine, and psychological e-Visits. However, much less research has focused on understanding whether neuropsychological and educational assessments can be converted for remote use with young children. In the present study, we tested the feasibility of administering a remote battery of executive function (…
Ecological contexts and early learning
School readiness among children with varying histories of language difficulties
This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected…
Schooling effects on preschoolers’ self-regulation, early literacy, and language growth
A portrait of family involvement during Head Start
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting wri…
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set …
Family context and children’s early literacy skills
Self-regulation and the development of literacy and language achievement from preschool through second grade
Maternal and Paternal Depressive Symptoms, Home Learning Environment, and Children’s Early Literacy
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Strategies, recommendations, and validation of remote executive function tasks for use with young children
Research and development on remote assessments and services have been slowly progressing over the past decade in the areas of telehealth, telemedicine, and psychological e-Visits. However, much less research has focused on understanding whether neuropsychological and educational assessments can be converted for remote use with young children. In the present study, we tested the feasibility of administering a remote battery of executive function (…
Guidelines and best practices for assessing young children remotely
Given the recent rise in the use of remote assessments to collect data from young children, researchers and practitioners would benefit from guidance on best practices within the field. Based on our experiences with assessing over 600 preschoolers remotely, our research team provides a set of main principles to guide professionals to successfully create and operationalize systems for remote assessment. Guidelines include detailed information abou…
Within-group variability in communication style among caregivers and its relation to the language abilities of Wolof-learning toddlers in Senegal
Studies of caregiver-child interactions in Western societies show that face-to-face communication, including verbal engagement and gaze, support child language outcomes. Ethnographic studies in agrarian non-Western communities, including in Africa, show that these face-to-face behaviors with children occur infrequently, with parents relying more on nonverbal and physical communication. However, observed cross-cultural differences in parenting sty…
Measurement invariance of the home literacy environment for preschoolers with and without speech and/or language impairment
Background The current study examined whether the home literacy environment (HLE) has the same meaning and predictive value for children with and without speech and/or language impairment. Methods Parents reported on their HLE for children with typical development ( n = 811) and those with speech and/or language impairment (S/LI, n = 235). All children were between 3 and 6 years of age. Children's letter–name knowledge, letter–sound knowledge and…
A randomized controlled trial of HighScope’s teacher professional learning on preschoolers' executive function skills
A RCT was used to test the effects of teacher PL on preschoolers’ EF skills. • Teacher PL led to growth in preschoolers’ EF skills across preschool. • HighScope’s PL package shows promise for supporting children’s EF development. Teacher professional learning has been shown to promote children’s language, literacy, and social-emotional functioning - however, less is known about its impact on children’s executive function. In the present study, we…
Psychology (16 obras) · Developmental psychology (15 obras) · Early Childhood Education and Development (12 obras) · Literacy (11 obras) · Parental Involvement in Education (8 obras) · Pedagogy (8 obras) · Linguistics (7 obras) · Reading and Literacy Development (7 obras) · Child Development and Digital Technology (6 obras) · Mathematics education (6 obras)