Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups.

Sarah Surrain, Susan H Landry, Tricia A Zucker, Yoonkyung Oh

Abstract read

In one paragraph

Article in Early childhood research quarterly. 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

–field-weighted citation impact

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.

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

4 authors.

Sarah SurrainChildren's Learning Institute, University of Texas Health Science Center at Houston.

Susan H LandryChildren's Learning Institute, University of Texas Health Science Center at Houston.

Tricia A ZuckerChildren's Learning Institute, University of Texas Health Science Center at Houston.

Yoonkyung OhChildren's Learning Institute, University of Texas Health Science Center at Houston.

Funding

Identifying Caregiver Behaviors that Promote Spanish Development in Preschool-aged Emergent Bilinguals at Risk for Developmental Language DisorderK99DC021040 · NIDCD · UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON · PI SURRAIN, SARAH · 2023 to 2024

$261k

NIDCD NIH HHS K99 DC021040

6 · The paper itself

Abstract

The ways that parents respond to their children's initiations and guide their learning are associated with subsequent language development. Responsive parenting interventions have shown positive impacts on parent behaviors and child outcomes. However, less is known about how intervention effects vary for families from different linguistic and ethnic backgrounds. This secondary analysis of a randomized controlled trial of Play and Learning Strategies examines the effect of the intervention for three subgroups: Spanish-dominant Latine families (

Indexed as

Child language developmentContingent responsivenessCultural and linguistic responsivityLatine familiesParent interventionSpanish-English bilingualsSubgroup analysis

Identifiers

PMID40242499

DOI10.1016/j.ecresq.2025.01.006

PMCPMC11999636

What OpenQuestion holds

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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.