Mary Ann Evans

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Two studies were conducted to determine the extent to which young children fixate on the print of storybooks during shared book reading. Children's books varying in the layout of the print and the richness of the illustrations were displayed on a computer monitor. Each child's mother or preschool teacher read the books while the child sat on the adult's lap(More)
This study explored the development of children's early understanding of visual and orthographic aspects of print and how this is related to early reading acquisition. A total of 474 children, ages 48 to 83 months, completed standardized measures of phonological awareness and early reading skills. They also completed experimental tasks that tapped their(More)
PURPOSE To compare emergent literacy skills in uncorrected hyperopic and emmetropic children. METHODS "Hyperopes" (>or=2.00 D sphere along the most hyperopic meridian; n=13; aged 67+/-13 mo) and "emmetropes" (<or=1.50 D sphere along the most hyperopic meridian; n=19; aged 58+/-12 mo) were tested for visual acuity (VA) and assessed for their emergent(More)
Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the(More)
The study monitored the eye movements of twenty 5-year-old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters(More)
Shared parent-child experiences while engaged with an iPad(TM) were examined to determine if and then how parents interact with their children when using mobile digital devices. In total, 104 parent-child dyads participated in an observation session where parent-child interactions using the touchscreen tablet device were video recorded in order to observe(More)
The authors examined parent–child interactions among three groups: selectively mute, anxious, and non-anxious children in different contexts. The relation between parental control (granting autonomy and high power remarks), child factors (i.e., age, anxiety, verbal participation), and parent anxiety was investigated. Parental control varied by context but(More)
PURPOSE In this longitudinal study, a group of school children with Down syndrome (DS) and reduced accommodation were prescribed bifocals and followed to investigate the impact of bifocal spectacles on early literacy and visual perceptual skills. The natural progression of early literacy skills in this population along with the changes with bifocals,(More)
Nineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy children spoke(More)
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