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New Directions for Child and Adolescent Development

journal
https://www.readbyqxmd.com/read/28581194/commentary-2-sibling-power-dynamics-the-role-of-family-and-sociocultural-context
#1
Kimberly A Updegraff
The balance of power and control is an understudied, yet important, aspect of the sibling relationship that is theorized to shift over the course of development from early childhood to young adulthood. The investigations in this issue offer support for this overall progression, but extend prior research by providing a nuanced understanding of sibling power dynamics using different methodologies, analytic approaches, and study designs. Grounded within an ecological framework, directions for future research are offered to expand our understanding of sibling power dynamics in diverse family and sociocultural contexts...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581193/siblings-power-and-influence-in-polyadic-family-conflict-during-early-childhood
#2
REVIEW
Sandra Della Porta, Nina Howe
This study examined sibling behavior during polyadic family conflicts (involving three or more family members) by identifying operational conflict elements (i.e., roles, topic), power strategies, effective influence of power, and social domain argumentation. Polyadic conflict sequences (n = 210) were identified in 35/39 families with two siblings (aged 4 and 6) and their parents observed at home. The dominant conflict topic, siblings' use of power and power strategy executed in relation to social domain argumentation, revealed unique qualities of conflict in the polyadic family context; effective use of power strategies to facilitate favorable outcomes differed by sibling birth order...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581192/sibling-influences-on-risky-behaviors-from-adolescence-to-young-adulthood-vertical-socialization-or-bidirectional-effects
#3
REVIEW
Shawn D Whiteman, Alexander C Jensen, Susan M McHale
This study built on research on sibling influences to assess potential bidirectional effects of older and younger siblings' risky behaviors on one another's risky behaviors; our longitudinal design allowed us to test these effects when siblings were at about the same chronological age, at different points in time. We also tested whether the strength and/or direction of effects of siblings' risky behaviors changed from middle adolescence to young adulthood. Reports of risky behaviors (i.e., deviant behaviors and excessive alcohol use) were provided by firstborn and secondborn siblings from up to 201 families on five occasions spanning 10 years...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581191/relative-power-in-sibling-relationships-across-adolescence
#4
REVIEW
Anna K Lindell, Nicole Campione-Barr
During childhood, older siblings typically hold a more powerful position in their relationship with their younger siblings, but these relationships are thought to become more egalitarian during adolescence as siblings begin to prepare for their relationships as adults and as younger siblings become more socially and cognitively competent. Little is known about relationship factors that may explain this shift in power dynamics, however. The present study therefore examined longitudinal changes in adolescents' and their siblings' perceptions of sibling relative power from age 12 to 18 (n = 145 dyads), and examined whether different levels of sibling relationship positivity and negativity, as well as sibling structural variables, indicated different over-time changes in relative power...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581190/family-perspectives-on-siblings-conflict-goals-in-middle-childhood-links-to-hierarchical-and-affective-features-of-sibling-relationships
#5
REVIEW
Holly E Recchia, Ma-Ab Witwit
This study examined parents' and children's descriptions of older and younger siblings' conflict goals in the late preschool and middle childhood years, and how these attributions were related to sibling relationship quality. Parents and 4- to 10-year-old children from 62 families were interviewed separately about siblings' motivations in two disputes and completed assessments of sibling relationship quality. Goal attributions varied across respondents in ways reflecting their family roles and positioning within disputes...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581189/the-changing-nature-of-power-control-and-influence-in-sibling-relationships
#6
REVIEW
Nicole Campione-Barr
The sibling relationship is unique in that it transforms across development from hierarchical in early childhood, to egalitarian by adulthood. The present article reviews the previous theorizing and research literature regarding how and why power, control, and therefore sibling influence, change over the course of the first couple of decades, and introduces the goals and advancements made by the new research presented in this issue.
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581188/cross-cultural-differences-in-sibling-power-balance-and-its-concomitants-across-three-age-periods
#7
REVIEW
Kirsten L Buist, Aysegül Metindogan, Selma Coban, Sujala Watve, Analpa Paranjpe, Hans M Koot, Pol van Lier, Susan J T Branje, Wim H J Meeus
We examined cross-cultural differences in (1) sibling power balance and (2) the associations between sibling power balance and internalizing and externalizing problems in three separate cross-cultural studies (early childhood, late childhood, and adolescence). The early childhood samples consisted of 123 Turkish and 128 Dutch mothers (mean age for children was 4.9 years). In the late childhood samples, self-report data were collected from 124 Indian and 129 Dutch children (mean age 10.9 years). In the adolescent samples self-report data were collected from 165 ethnic Moroccan and 165 ethnic Dutch adolescents (mean age 15...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28581187/commentary-1-the-challenging-task-of-addressing-power-control-and-influence-in-sibling-relationships-after-the-first-two-decades-of-life
#8
Victoria Hilkevitch Bedford
Extending the topic of power, control, and influence in the sibling relationship past the years covered in this issue is not an easy task because most adult siblings neither interact frequently nor live in geographic proximity, although there are considerable ethnic and social class variations. Thus, there are limited opportunities to observe how power is manifested, how siblings control each other and themselves to achieve their goals, nor how siblings influence each other. Comments in this commentary address the challenges presented when considering the trajectory of these dynamics in adult sibling relationships as well as the difficulties sibling dynamics present in carrying out tasks for which an egalitarian relationship is not ideal...
June 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267292/improving-early-grade-reading-outcomes-aprender-a-ler-in-mozambique
#9
Shirley Burchfield, Haiyan Hua, David Noyes, Willem van de Waal
The Government of Mozambique has long struggled to improve the low reading levels of children in early grades. With funding from the U.S. Agency for International Development (USAID) in 2012, World Education collaborated with the Ministry of Education and Human Development (MINEDH) to improve reading by developing a research-based reading intervention and testing it in two provinces. This article examines student reading performance from cohorts of second and third graders before and after a 1-year intervention compared to that of a control group and identifies factors required for successful scale-up...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267291/introduction
#10
REVIEW
Peggy McCardle
No abstract text is available yet for this article.
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267290/great-expectations-a-framework-for-assessing-and-understanding-key-factors-affecting-student-learning-of-foundational-reading-skills
#11
REVIEW
Audrey-Marie Moore, Amber Gove, Karen Tietjen
This article addresses the evolution of the underlying theories of change in global education reform efforts between 1990 and 2015, informed by the shift in focus from access to quality and learning. We review recent data regarding how different types of donor interventions (i.e., structural or pedagogical) have contributed to improved reading outcomes and compare effect sizes over a series of intervention studies conducted from 2003 to 2015. Against this background, we present a framework for understanding how the intensity, frequency, and fidelity of the interventions as well as the enabling environments of reform affect the magnitude and rates at which reading and learning outcomes can be expected to improve...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267289/lifewide-learning-for-early-reading-development
#12
REVIEW
Amy Jo Dowd, Elliott Friedlander, Christine Jonason, Jane Leer, Lisa Zook Sorensen, Jarrett Guajardo, Nikhit D'Sa, Clara Pava, Lauren Pisani
The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267288/sparking-a-reading-revolution-results-of-early-literacy-interventions-in-egypt-and-jordan
#13
Amber Gove, Aarnout Brombacher, Michelle Ward-Brent
This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 1-3. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267287/working-toward-a-more-literate-world-reading-intervention-commentary
#14
REVIEW
Maureen W Lovett
This issue of New Directions for Child and Adolescent Development summarizes recent and ongoing work to establish evidence-based practices in early reading instruction and intervention and to improve access to and quality of literacy programs in low- and middle-income countries. The authors describe projects of varying sizes and goals, conducted in multiple sites in Africa, the Middle East, Asia, and Latin America. What is immediately striking is the commitment to documenting the efficacy and effectiveness of these programs using wherever possible the methodological standards of intervention science and education research...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267286/differentiation-of-effect-across-systemic-literacy-programs-in-rwanda-the-philippines-and-senegal
#15
Rachel Christina, Elena Vinogradova
In this article, we compare three localized applications (in Rwanda, Senegal, and the Philippines) of a literacy approach for resource-lean environments and examine the factors influencing its impact in each context, considering dosage, duration, and environment. In Rwanda, a bilingual early grade literacy initiative implemented in partnership with the ministry of education included literacy standards development, training for early grade teachers, materials development, leadership support, and community-based activities...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267285/designing-for-scale-reflections-on-rolling-out-reading-improvement-in-kenya-and-liberia
#16
Amber Gove, Medina Korda Poole, Benjamin Piper
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267284/impact-of-teachers-practices-on-students-reading-comprehension-growth-in-guatemala
#17
REVIEW
Fernando Rubio, Leslie Rosales de Véliz, María Cristina Perdomo Mosquera, Ventura Salanic López
This article discusses an educational intervention, with a strong emphasis on reading development in a bilingual context, in the Western Highlands of Guatemala (WH), a highly disadvantaged region, where the majority of the population is of Mayan origin and primary education is poor. The majority of the students in the Western Highlands speak a Mayan language as their mother tongue, yet they are generally taught in Spanish. We assisted in the development and implementation of a bilingual/intercultural education model including teacher training at the university level and bilingual materials development...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922222/delving-into-the-details-implementing-multitiered-k-3-reading-supports-in-high-priority-schools
#18
Michael D Coyne, Ashley Oldham, Kaitlin Leonard, Darci Burns, Nicholas Gage
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and often messy world of schedules, routines, meetings, and materials. The purpose of this article is to describe a K-3 reading initiative where school teams serving high percentages of students at risk for reading difficulties "delved into the details" to work to overcome the complexities inherent in implementing multitiered reading supports in high priority schools...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922221/commentary-the-tyranny-of-time-and-the-reality-principle
#19
Russell Gersten
Each of the five articles in this special issue gets "into the weeds" in terms of studying actual classroom or school implementation of evidence-based or promising practices. Virtually all confront the issue of logistics and establishing an infrastructure for ensuring adequate implementation. In general, those studies that ask teachers to change their practice, be it core classwide instruction (Wanzek & Vaughn, this issue) or the whole-class adolescent literacy interventions described in LaRusso et al. (this issue) experienced a good deal more in the way of implementation challenges than those that provided schools with extra services and were able to hire their own personnel to train and oversee as part of an efficacy trial...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922220/implementation-of-a-text-based-content-intervention-in-secondary-social-studies-classes
#20
Jeanne Wanzek, Sharon Vaughn
We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others...
December 2016: New Directions for Child and Adolescent Development
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