First grade school readiness of former child participants in a South Carolina replication of the parent-child home program

Journal of Applied Developmental Psychology

Volumn 23, Issue 3, 2002, Pages 331-353

  Levenstein, Phyllis ^a,d   Levenstein, Susan ^b   Oliver, Dianne ^c  

^a STONY BROOK UNIVERSITY   (United States)

^b 2nd Division of Infectious Diseases   (Italy)

^c Florence County School District 3   (United States)

^d 4500 Gilbert Street ^*  (United States)

Author keywords

Cognitive development; Early childhood intevention; Home visitor; Modeling; Parent toddler interaction; Parenting; School readiness; Socioeconomics status; Toys; Verbal interaction

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CHILD BEHAVIOR; COGNITION; COHORT ANALYSIS; CONTROLLED STUDY; DEVELOPMENTAL DISORDER; DISEASE SEVERITY; EDUCATION; EDUCATION PROGRAM; ETHNIC GROUP; FEASIBILITY STUDY; FEMALE; FOOD INTAKE; HUMAN; LOWEST INCOME GROUP; MALE; NEGRO; PARENTAL BEHAVIOR; PRIMARY SCHOOL; PSYCHOLOGIC ASSESSMENT; RISK ASSESSMENT; SCHOOL CHILD; SCORING SYSTEM; TASK PERFORMANCE; UNITED STATES;

EID: 0036587230     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0193-3973(02)00112-0     Document Type: Article

References (83)

1. Ainsworth, M. D. S. (1963). The development of mother-infant interaction among the Ganda. In: D. M. Foss (Ed.), Determinants of infant behavior, vol. 2. New York: Wiley.
2. Ainsworth, M. D. S., Behar, M. C., & Waters, E. (1978). Patterns of attachment: psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
3. Anderson, D. R., Houston, A. C., Schmitt, K., Linebarger, D. L., & Wright, J. C. (2001). Early childhood television viewing and adolescent behavior: the recontact study. Monographs of the Society for Research in Child Development, 66 (1) (Serial No. 264).
4. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monograph, 75, 43-88.
5. Becker, H. J. (2000). Who's wired and who's not: children's access and use of computer technology. Future of Children, 10 (2), 44-75.
6. Bernstein, B. (1961). Social class and linguistic development: a theory of social learning. In: A. H. Halsey, J. Floud, & C. A. Anderson (Eds.), Education, economy and society (pp. 288-314). New York: Free Press.
7. Berrueta-Clement, J. R. B., Schweinhart, L. J., Barnett, W. S., Epstein, A. S., & Weikart, D. P. (1984). Changed lives: effects of the Perry preschool program on youth through age 19. Monograph of the high/scope educational research foundation. Ypsilanti, MI: High/Scope Press.
8. Boehm, A. E., & Slater, B. R. (1966). The Cognitive Skills Assessment Battery. New York: Teachers College Press.
9. Bowlby, J. (1947). Forty-four juvenile thieves. London: Bailliere, Tindall and Cox.
10. Bowlby, J. (1951). Maternal care and mental health. Geneva, Switzerland: World Health Organization (Monograph No. 2).
11. Bradshaw-McNulty, G., & Delaney, L. (1979). An evaluation of the Mother-Child Home Program, ESEA Title I, for the Pittsfield Public School District.
12. Bronfenbrenner, U. (1968). Early deprivation: a cross-species analysis. In: G. Newton, & S. Levine (Eds.), Early experience and behavior. Springfield, IL: C. Thomas.
13. Bronfenbrenner, U. (1974). Is early intervention effective? A report on longitudinal evaluations of preschool programs (Vol. 2). (DHEW Pub. No. OHD 74-25). Washington, DC: Department of Health Education and Welfare, Office of Child Development.
14. Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. Future of Children, 7 (2), 55-71.
15. Brooks-Gunn, J., Klebanov, P. K., & Duncan, G. J. (1996). Ethnic differences in children's intelligence test scores: role of economic deprivation, home environment, and maternal characteristics. Child Development, 67, 396-408.
16. Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19, 1-15.
17. Bruner, J. S., Olver, R., & Greenfield, P. (1966). Studies in cognitive growth. New York: Wiley.
18. Bus, A. G., & van IJzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: a cross-sectional study. Child Development, 59, 1262-1272.
19. Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2001). The development of cognitive and academic abilities: growth curves from an early childhood educational experiment. Developmental Psychology, 37, 231-242.
20. Carlson, E. A. (1998). A prospective longitudinal study of attachment disorganization/disorientation. Child Development, 69, 1107-1128.
21. Cassirer, E. (1944). An essay on man. New Haven, CT: Yale Univ. Press.
22. Chamberlin, J. (2001). White House seeks to boost children's early learning. Monitor on Psychology, 32, 22.
23. Chen, Z., & Siegler, R. S. (2000). Across the great divide: bridging the gap between understanding of toddlers' and older children's thinking. Monographs of the Society for Research in Child Development, 65 (2) (Serial No. 261).
24. Chilman, C. S. (1966). Growing up poor. US Department of HEW, Division of Research (Welfare, Administration Pub. No. 13). Washington, DC: Government Printing Office.
25. Conservation Company and Public/Private Ventures. (1994). Building from strength. Replication as a strategy for expanding social programs that work. Philadelphia, PA: Replication and Program Services.
26. Consortium for Longitudinal Studies. (1983). As the twig is bent: lasting effects of preschool programs. Hillsdale, NJ: Erlbaum.
27. Cook, T. D., Habib, F.-N., Phillips, M., Settersten, R. A., Shagle, S. C., & Degirmencioglu, S. M. (1999). Comer's school development program in Prince George's County, Maryland: a theory-based evaluation. American Educational Research Journal, 36, 543-597.
28. Deutsch, M. (1965). The role of social class in language development and cognition. American Journal of Orthopsychiatry, 35, 78-88.
29. DeVito, P. J., & Karon, J. P. (1984). Pittsfield Parent-Child Home Program: Chap. 1. Longitudinal evaluation final report. Pittsfield, MA: Pittsfield Public Schools.
30. DeVito, P. J., & Karon, J. P. (1990). Pittsfield Chapter 1 program. Parent-Child Home Program longitudinal evaluation. Pittsfield, MA: Pittsfield Public Schools.
31. Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71, 188-196.
32. Gomby, D. S., Culross, P. L., & Behrman, R. E. (1999). Home visiting: recent program evaluations-analysis and recommendations. Future of Children, 9 (1), 4-26.
33. Hart, B., & Risley, T. R. (1992). American parenting of language learning children: resisting differences in family child interactions observed in natural home environments. Developmental Psychology, 28, 1096-1105.
34. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
35. Hart, B., & Risley, T. R. (1999). The social world of children learning to talk. Baltimore: Paul H. Brookes.
36. Hebb, D. O. (1961). Organization of behavior. New York: Wiley.
37. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70, 151-179.
38. Hunt, J. McV. (1961). Intelligence and experience. New York: Ronald Press.
39. Jencks, C., & Phillips, M. (1998). The Black-White test score gap. Washington, DC: Brookings Institution.
40. Karoly, L. A., Greenwood, P. W., Everingham, S. S., Hoube, J., Kilburn, M. R., Rydell, C. P., Sanders, M., & Chiesa, J. (1998). Investing in our children. Santa Monica, CA: RAND.
41. Kitzman, H., Olds, D. L., Sidora, K., Henderson, C. R., Hnaks, C., Cole, R., Luckey, D., Bondy, J., Cole, K., & Glazner, J. (2000). Enduring effects of nurse home visitation on maternal life course. Journal of the American Medical Association, 283, 1983-1989.
42. Klass, C. S. (1996). Home visiting; Promoting healthy parent and child development. Baltimore, MD: Paul H. Brookes.
43. Kochanska, G. (2001). Emotional development in children with different attachment histories: the first three years. Child Development, 72, 474-490.
44. Lazar, I., & Darlington, R. (1982). Lasting effects of early education: a report from the Consortium for Longitudinal Studies. Monographs of Society for Research in Child Development, 7 (2-3) (Serial No. 195).
45. Levenstein, P. (1972). But does it work in homes away from home? Theory Into Practice, 11, 157-162.
46. Levenstein, P. (1975). A message from home: findings from a program for non-retarded, low-income preschoolers. In: M. J. Begab, & S. B. Richardson (Eds.), The mentally retarded and society: a social science perspective (pp. 305-318). Baltimore: University Park Press.
47. Levenstein, P. (1979). The parent-child network. In: A. Simmons-Martin, & D. K. Calvert (Eds.), Parent-infant intervention (pp. 243-261). New York: Grune and Stratton.
48. Levenstein, P. (1988). Messages from home: the Mother-Child Home Program and the prevention of school disadvantage. Columbus: Ohio State Univ. Press.
49. Levenstein, P. (1989). Which homes? A response to Scarr and McCartney (1988). Child Development, 60, 514-516.
50. Levenstein, P. (1992). The Mother-Child Home Program: research methodology and the real world. In: J. McCord, & R. E. Tremblay (Eds.), Preventing antisocial behavior (pp. 43-66). New York: Guilford Press.
51. Levenstein, P., & Levenstein, S. (1999). Long-term effects of home visits on children's behavior. Journal of the American Medical Association, 281 (15), 1375-1377.
52. Levenstein, P., Levenstein, S., Shiminski, J. A., & Stolzberg, J. E. (1998). Long-term impact of a verbal interaction program for at-risk toddlers: an exploratory study of high school outcomes in a replication of the Mother-Child Home Program. Journal of Applied Developmental Psychology, 19, 267-285.
53. Levenstein, P., & O'Hara, J. M. (1983). Tracing the parent-child network: Final report, 9/1/79-8/31/82. Grant No. NIEG 8000042, National Institute of Education, U.S. Dept. of Education.
54. Levenstein, P., & O'Hara, J. M. (1993). The necessary lightness of mother-child play. In: K. B. MacDonald (Ed.), Parents and children playing (pp. 221-237). Albany, NY: State University of New York Press.
55. Levenstein, P., O'Hara, J. M., & Madden, J. (1983). The Mother-Child Home Program of the verbal interaction project. In Consortium for Longitudinal Studies (Ed.). As the twig is bent: lasting effects of preschool programs (pp. 237-263). Hillsdale, NJ: Erlbaum.
56. Levenstein, P., & Sunley, R. (1968). Stimulation of verbal interaction between disadvantaged mothers and children. American Journal of Orthopsychiatry, 38, 116-121.
57. Madden, J., Levenstein, P., & Levenstein, S. (1976). Longitudinal IQ outcomes of the Mother-Child Home Program. Child Development, 47, 1015-1025.
58. McLaren, L. (1988). Fostering mother-child relationships. Child Welfare, 67, 353-365.
59. Olds, D. L., Elckenrode, J., Henderson Jr., C. R., Kitzman, H., Powers, J., Cole, R., Sidora, K., Morris, P., Pettitt, L. M., & Luckey, D. (1997). Long-term effects of home visitation on maternal life course and child abuse and neglect: fifteen-year follow-up of a randomized trial. Journal of the American Medical Association, 278, 637-643.
60. Olds, D., Henderson Jr., C. R., Cole, R., Eckenrode, J., Kitzman, H., Luckey, D., Petitt, L., Sidora, K., Morris, P., & Powers, J. (1998). Long-term effects of nurse home visitation on children's criminal and antisocial behavior: 15-year follow-up of a randomized controlled trial. Journal of the American Medical Association, 280, 1238-1244.
61. Phillips, M., Brooks-Gunn, J., Duncan, C. J., Klebanov, P., & Crane, J. (1998). Family background, parenting practices, and the Black-White test score gap. In: C. Jencks, & M. Phillips (Eds.), The Black-White test score gap (pp. 103-145). Washington, DC: Brookings Institution.
62. Phillips, M., & Jencks, C. (1998). The Black-White test score gap: an introduction. In: C. Jencks, & M. Phillips (Eds.), The Black-White test score gap (pp. 1-52). Washington, DC: Brookings Institution.
63. Ramey, C. T., & Smith, B. (1977). Assessing the intellectual consequences of early intervention with high-risk infants. American Journal of Mental Deficiency, 82, 525-543.
64. Reynolds, A. J., & Temple, J. A. (1998). Extended early childhood intervention and school achievement: age thirteen findings from the Chicago Longitudinal Study. Child Development, 69, 231-246.
65. Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: a 15-year follow-up of low-income children in public schools. Journal of the American Medical Association, 285, 2339-2346.
66. Royce, J. M., Darlington, R. B., & Murray, H. W. (1983). Pooled analyses: findings across studies. In Consortium for Longitudinal Studies (Ed.), As the twig is bent: Lasting effects of preschool programs (pp. 411-459). Hillsdale, NJ: Erlbaum.
67. Sameroff, A. J. (1978). Caretaking or reproductive casualty? Determinants in developmental deviancy. In: F. D. Horowitz (Ed.), Early developmental hazards: predictors and precautions (pp. 79-101). Boulder, CO: Westview Press (AAS Selected Symposia Service).
68. Sapir, E. (1921). Language: an introduction to the study of speech. New York: Harcourt-Brace.
69. Sapir, E. (1962). In: D. G. Mandelbaum (Ed.), Culture, language and personality: selected essays. Berkeley: University of California Press.
70. Scarr, S., & McCartney, K. (1988). Far from home: an experimental evaluation in Bermuda. Child Development, 59, 531-543.
71. Sigel, I. E. (1964). The attainment of concepts. In: M. L. Hoffman, & L. W. Hoffman (Eds.), Review of Child Development Research, (vol. 2, pp. 209-248). New York: Russell Sage Foundation.
72. Sigel, I. E. (1971). Language of the disadvantaged: the distancing hypothesis. In: C. S. Lavatelli (Ed.), Language training in early childhood education (pp. 60-76). Urbana: University of Illinois Press.
73. Sigel, I. E., Stinson, E. T., & Flaugher, J. (1991). Socialization of representational competence in the family: the distancing paradigm. In: L. Okagaki, & R. J. Sternberg (Eds.), Directors of development: influences on the development of children's thinking (pp. 21-144). Hillsdale, NJ: Erlbaum.
74. South Carolina State Department of Education. (2000). Results of the Cognitive Skills Assessment Battery for 1997 to 2000. Retrieved April 15, 2001, from http: www.sde.state.sc.us/reports/.
75. Springs, C. (1990). Chapter 1, Mother-Child Home Program evaluation results. Union, SC: Union School Board Fact Sheet.
76. Sroufe, L. A. (1996). Emotional development: the organization of emotional life in the early years. New York: Cambridge Univ. Press.
77. St. Pierre, R. G., & Layzer, J. I. (1998). Improving the life chances of children in poverty: assumptions and what we have learned. Society for Research in Child Development. Social Policy Report, 11, 1-25.
78. St. Pierre, R. G., Layzer, J. I., Goodson, B. D., & Bernstein, L. S. (1997). National impact evaluation of the Comprehensive Child Development Program. Final Report. Cambridge, MA: Abt Associates. Retrieved February 11, 2002, from: http://www.abtassoc.com/reports/child-development/D19970050.pdf.
79. Vygotsky, L. S. (1962). Thought and language. (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press.
80. West, Denton, K., & Germino-Hauskin, E. (2000). America's kindergartners: early childhood longitudinal study-kindergarten class of 1998-99, Fall 1998 (Statistical Analysis Report No. NCES 2000-070). Washington, DC: National Center for Educational Statistics, Office of Educational Research and Improvement, U.S. Department of Education. Retrieved February 11, 2002, from http://nces.ed.gov/pubs2000/2000070.pdf.
81. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
82. Whitehurst, G. J., Zevenbergen, A. A., Crone, D. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91, 261-272.
83. Zadig, J. M., & Crocker, A. C. (1975). A center for study of the young child with developmental delay. In: B. Z. Friedlander, G. M. Steritt, & G. E. Kirk (Eds.), Exceptional infant: Assessment and intervention (vol. 3, pp. 5-39). New York: Brunner/Mazel.