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Although many studies have explored shared book reading between preschoolers and their families, very few have examined this practice within a large, nationally representative sample. Using the ECLS-B dataset, this study investigated shared reading among nearly 700 families of diverse ethnic, linguistic, and socioeconomic backgrounds. Coding of families’ book-related discussion focused on the variety of types of talk that parents used during reading. Results showed that parents focused primarily on the meaning of the story, with little attention to the code of the text. The range of talk techniques that parents used was largely independent of background factors such as child gender, ethnicity, or age, as well as family home language. A wider variety of meaning-related remarks by parents was linked to more advanced language skills among preschoolers. Findings provide a portrait of the nature of shared book reading discussion among American families, a profile of the background factors that are linked to this talk, and a precise account of the unique contributions of this talk to key emergent language and literacy competencies.

Purpose: Narrative skill, a child's ability to create a temporally sequenced account of an experience or event, is considered an important domain of children's language development. Narrative skill is strongly predictive of later language and literacy and is emphasized in curricula and educational standards. However, the need to transcribe a child's narrative and the lack of psychometrically justified scoring methods have precluded broad consideration of narrative skill among practitioners. We describe the development and validation of the Narrative Assessment Protocol-2 (NAP-2), an assessment of narrative skill for children ages 3-6 years, which uses event-based frequency scoring directly from a video recording of a child's narrative. Method: The NAP-2 underwent a rigorous development process involving creation of four wordless picture books and associated scripts and identification of a broad item pool, including aspects of narrative microstructure and macrostructure. We collected two narratives from each of 470 children using the NAP-2 elicitation materials and scored each with the 60 items in the initial item pool. Results: Cross-validated exploratory factor analyses indicated a single narrative skill factor. Rasch measurement analysis led to selection of 20 items that maintained high reliability while having good fit to the model and no evidence of differential item functioning across books and gender. Conclusions: The NAP-2 offers a psychometrically sound and easy-to-use assessment of narrative skill for children ages 3-6 years. The NAP-2 is available freely online for use by speech-language pathologists, educational practitioners, and researchers.

The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers ( n  = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p  < .05) and fathers (β = .22, p  < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed.

Occupational therapists (OTs) play an important role in early childhood classrooms as vital members of the educational team, particularly for young children's writing development. Children's emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively assess young children's writing ability. Practical guidance is provided to identify specific ways that OTs can merge their occupation-centered approach with their expertise in writing to serve as a key resource for classroom teachers and enhance the writing development of all children. Specific strategies are included for encouraging OTs to expand their approaches to writing beyond handwriting.

Even the most sensitive and responsive teachers face challenges when trying to comfort toddlers and help them manage their emotions. Because very young children do not yet have the words to clearly communicate their feelings and needs, they have a difficult time regulating their emotions and behavior, which leads to expressing their feelings by crying and, sometimes, by flailing, hitting, or kicking. Older toddlers (over 18 months) used 2 different strategies on average with signs, and 1.3 with words when they were upset. [...]our study shows that infant signs enable younger, preverbal toddlers to employ four times the emotion-regulation strategies that they can use with words. [...]the one dual language learner in the group we observed used signs even longer; the signs provided a way for her to communicate clearly with peers and teachers who did not understand her home language. [...]add in signs that allow children to communicate the ideas, objects, or activities that may provide comfort during distress, such as signs related to favorite books and songs, a transitional object from home, or another classroom activity like interacting with the classr pet or looking out the window at the trees.

Given the prevalence of obesity, accessible and effective treatment options are needed to manage obesity and its comorbid conditions. Commercial weight management programs are a potential solution to the lack of available treatment, providing greater access at lower cost than clinic-based approaches, but few commercial programs have been rigorously evaluated. To compare the differences in weight change between individuals randomly assigned to a commercial weight management program and those randomly assigned to a do-it-yourself (DIY) approach. This 1-year, randomized clinical trial conducted in the United States, Canada, and United Kingdom between June 19, 2018, and November 30, 2019, enrolled 373 adults aged 18 to 75 years with a body mass index (BMI; calculated as weight in kilograms divided by height in meters squared) of 25 to 45. Assessors were blinded to treatment conditions. A widely available commercial weight management program that included reduced requirements for dietary self-monitoring and recommendations for a variety of DIY approaches to weight loss. The primary outcomes were the difference in weight change between the 2 groups at 3 and 12 months. The a priori hypothesis was that the commercial program would result in greater weight loss than the DIY approach at 3 and 12 months. Analyses were performed on an intention-to-treat basis. The study include 373 participants (272 women [72.9%]; mean [SD] BMI, 33.8 [5.2]; 77 [20.6%] aged 18-34 years, 74 [19.8%] aged 35-43 years, 82 [22.0%] aged 44-52 years, and 140 [37.5%] aged 53-75 years). At 12 months, retention rates were 88.8% (166 of 187) for the commercial weight management program group and 95.7% (178 of 186) for the DIY group. At 3 months, participants in the commercial program had a mean (SD) weight loss of -3.8 (4.1) kg vs -1.8 (3.7) kg among those in the DIY group. At 12 months, participants in the commercial program had a mean (SD) weight loss of -4.4 (7.3) kg vs -1.7 (7.3) kg among those in the DIY group. The mean difference between groups was -2.0 kg (97.5% CI, -2.9 to -1.1 kg) at 3 months (P < .001) and -2.6 kg (97.5% CI, -4.3 to -0.8 kg) at 12 months (P < .001). A greater percentage of participants in the commercial program group than participants in the DIY group achieved loss of 5% of body weight at both 3 months (40.7% [72 of 177] vs 18.6% [34 of 183]) and 12 months (42.8% [71 of 166] vs 24.7% [44 of 178]). Adults randomly assigned to a commercial weight management program with reduced requirements for dietary self-monitoring lost more weight and were more likely to achieve weight loss of 5% at 3 and 12 months than adults following a DIY approach. This study contributes data on the efficacy of commercial weight management programs and DIY weight management approaches. ClinicalTrials.gov Identifier: NCT03571893.