Search Results
Author: Caughy, Margaret O'Brien
Resulting in 3 citations.
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Caughy, Margaret O'Brien |
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Health and Environmental Effects on the Academic Readiness of School-Age Children Developmental Psychology 32,3 (May 1996): 515-522. Also: http://psycnet.apa.org/journals/dev/32/3/515/ Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Birthweight; Child Health; Children, Academic Development; Children, Preschool; Children, School-Age; Family Income; Health Factors; Home Environment; Home Observation for Measurement of Environment (HOME); Morbidity; Mothers, Education; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Entry/Readiness; Socioeconomic Status (SES) Secondary analysis was used to examine how health and environmental risk affect mathematics and reading readiness in a sample of 867 5- and 6-year-old children from the National Longitudinal Survey of Youth. Measures of risk included low birth weight, length of hospitalization at birth, rehospitalization during the first year of life, family income, maternal education, and the quality of the home environment. Although academic readiness was largely explained by environmental risk, child morbidity had a significant independent impact on reading performance. Furthermore, interaction analyses indicated that child morbidity was predictive of poor mathematics performance only for children from impoverished homes. In contrast, results also indicated that low birth weight children may be less able to benefit from higher levels of maternal education in terms of reading performance. These findings are discussed in the context of developmental risk. (PsycINFO Data base Copyr ight 1996 American Psychological Assn, all rights reserved) |
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Bibliography Citation
Caughy, Margaret O'Brien. "Health and Environmental Effects on the Academic Readiness of School-Age Children." Developmental Psychology 32,3 (May 1996): 515-522.
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Caughy, Margaret O'Brien |
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Influence of Early Health Morbidity and Environmental Risk Factors on the Cognitive Functioning of Young School Age Children Ph.D. Dissertation, Johns Hopkins University, 1992 Cohort(s): Children of the NLSY79, NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Child Care; Child Health; Health/Health Status/SF-12 Scale; Home Observation for Measurement of Environment (HOME); Household Composition; Morbidity; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peers/Peer influence/Peer relations; Pre-natal Care/Exposure; Pre/post Natal Behavior; Pre/post Natal Health Care The purpose of this project was to examine the independent and interactive effects of early health morbidity and environmental risk factors on the cognitive functioning of children as they entered school. A large national sample of 867 children was drawn from the NLSY of five- and six-year olds who completed the 1986 NLSY assessment battery. Data available included reported maternal substance use during pregnancy, length of gestation, birthweight, length of hospitalization after birth, infant health status, daycare participation, Head Start participation, family income, household composition, level of maternal education, quality of the home environment and current child health. The dependent measure included 3 subtests of the Peabody Individual Achievement Test (PIAT): Mathematics, Reading Recognition, and Reading Comprehension. Analysis techniques included correlation analysis, analysis of variance, and hierarchical multiple linear regression. The results of multivariate modelling was confirmed twice, once on half of the sample that was reserved from multivariate analyses and once on the cohort of children that completed the 1988 NLSY assessment. Results of the analyses indicated that environmental factors had the most significant impact on child outcome. The quality of the home environment mediated most of the effect of the environment although level of maternal education appeared to have some independent effect on reading abilities. There was little impact of health factors on child performance 1986. However, there was a suggestion of some influence of early health morbidity on the change in performance over time. A robust interaction between daycare and income emerged wherein daycare participation appeared to reduce the gap between low income children and their higher income peers. |
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Bibliography Citation
Caughy, Margaret O'Brien. Influence of Early Health Morbidity and Environmental Risk Factors on the Cognitive Functioning of Young School Age Children. Ph.D. Dissertation, Johns Hopkins University, 1992. |
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Caughy, Margaret O'Brien DiPietro, Janet A. Strobino, Donna M. |
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Day-Care Participation as a Protective Factor in the Cognitive Development of Low-Income Children Child Development 65,2 (April 1994): 457-471. Also: http://www.jstor.org/stable/1131396 Cohort(s): Children of the NLSY79, NLSY79 Publisher: University of Chicago Press Keyword(s): Child Care; Children, Preschool; Children, School-Age; Cognitive Development; Education Indicators; Educational Status; Home Observation for Measurement of Environment (HOME); Income Level; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Poverty; Socioeconomic Factors The impact of day-care participation during the first 3 years of life on the cognitive functioning of school age children was examined. 867 5- and 6-year-old children from the National Longitudinal Survey of Youth who completed the 1986 assessment were included in the sample. The dependent measures were scores on the Peabody Individual Achievement Test (PIAT) subtests of mathematics and reading recognition. In addition to day-care participation, the impact of the pattern of day-care was examined by analyzing the effect of the number of years in day-care, the timing of initiation of day-care, and type of day-care arrangement. Initiation of day-care attendance before the first birthday was associated with higher reading recognition scores for children from impoverished home environments and with lower scores for children from more optimal environments. In addition, a significant interaction between the type of day-care arrangement and the quality of the home environment emerged for mathematics performance. Center-based care in particular was associated with higher mathematics scores for impoverished children and with lower mathematics scores for children from more stimulating home environments. These findings are discussed in the context of developmental risk. |
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Bibliography Citation
Caughy, Margaret O'Brien, Janet A. DiPietro and Donna M. Strobino. "Day-Care Participation as a Protective Factor in the Cognitive Development of Low-Income Children." Child Development 65,2 (April 1994): 457-471.
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