Evidence map›Paper›PMID 36243575›Full record

ArticleChild abuse & neglect2023

Adversity effects on nonword repetition skills: A proxy measure of language and reading ability.

Claire Selin, Yo Jackson

Open access · greenAbstract read
In one paragraph

Article in Child abuse & neglect, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
0.3field-weighted citation impact, top 40% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 1 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors at 1 institution in 1 country.

Claire SelinDepartment of Human Development & Family Studies, Pennsylvania State University, 201B Henderson, University Park, PA 16802, USA. Electronic address: claireselin@psu.edu.
Yo JacksonDepartment of Psychology, Pennsylvania State University, 219 Moore, University Park, PA 16802, USA.
Pennsylvania State University · US

Funding

Trauma exposure, emotion regulation and cognitive skills in early childhood: Prospective and longitudinal examination of the mechanisms of adjustmentR01MH079252 · NIMH · UNIVERSITY OF KANSAS LAWRENCE · PI JACKSON, YO · 2009 to 2021
$5.2M
Creating the Next Generation of Scholars in CM Science (CMT32)T32HD101390 · NICHD · PENNSYLVANIA STATE UNIVERSITY, THE · PI Erika Lunkenheimer, Hannah Milena Caroline Schreier · 2020 to 2026
$1.9M
NICHD NIH HHS T32 HD101390NIMH NIH HHS R01 MH079252
6 · The paper itself

Abstract

backgroundChildren exposed to adversity are at increased risk for underachievement in reading; however, how early that risk appears and the mechanisms underlying that risk are unclear.

objectiveIdentify whether individual variation in nonword repetition-a clinical indicator of language and reading ability-can be captured in early childhood (three- to five-years-old) and how various features of adversity exposure (e.g., dosage, severity) are associated with performance. PARTICIPANTS AND

settingCommunity-based sample of children between the ages of three- and five-years-old who were exposed to significant adversity (n = 92) and living in a major Midwestern metropolitan area.

methodsParticipants completed a nonword repetition task, and their parent completed a comprehensive adversity questionnaire to report on the child's cumulative lifetime adversity exposure.

resultsOver a third of the participants (34.78 %) did not meet age expectations on the nonword repetition task; however, nonword repetition performance did not significantly associate with the features of the adverse experience (i.e., dosage, severity, frequency, chronicity).

conclusionsRisk for underachievement in reading appears early in the preschool years for children exposed to adversity; however, the underlying mechanisms remain unclear since the features of the children's adverse experiences did not associate with their performance. Implications for prevention and early identification within the learning context are discussed.

Indexed as

LanguageReadingChildChild, PreschoolCognitionHumansLanguage DevelopmentLearningAdversity exposureDecodingListening comprehensionReading

Identifiers

PMID36243575
PMCPMC10090222
OpenAlexW4304891784

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.