Browsing by Author "Mendive, Susana"
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- ItemAftershocks of Chile's Earthquake for an Ongoing, Large-Scale Experimental Evaluation(SAGE PUBLICATIONS INC, 2011) Moreno, Lorenzo; Trevino, Ernesto; Yoshikawa, Hirokazu; Mendive, Susana; Reyes, Joaquin; Godoy, Felipe; Del Rio, Francisca; Snow, Catherine; Leyva, Diana; Barata, Clara; Arbour, MaryCatherine; Rolla, AndreaEvaluation designs for social programs are developed assuming minimal or no disruption from external shocks, such as natural disasters. This is because extremely rare shocks may not make it worthwhile to account for them in the design. Among extreme shocks is the 2010 Chile earthquake. Un Buen Comienzo (UBC), an ongoing early childhood program in Chile, was directly affected by the earthquake. This article discusses (a) the factors the UBC team considered for deciding whether to put on hold or continue implementation and data collection for this experimental study; and (b) how the team reached consensus on those decisions. A lesson learned is that the use of an experimental design for UBC insured that the evaluation's internal validity was not compromised by the earthquake's consequences, although cohort comparisons were compromised. Other lessons can be transferred to other contexts where external shocks affect an ongoing experimental or quasi-experimental impact evaluation.
- ItemHome Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children(WILEY, 2020) Mendive, Susana; Mascareno Lara, Mayra; Aldoney, Daniela; Perez, J. Carola; Pezoa, Jose P.This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (M-age = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed.
- ItemHome language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetizacion inicial en el hogar a los cuatro anos: determinantes y relacion con comprension lectora hasta los nueve anos)(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022) Mendive, Susana; Aldoney, Daniela; Mascareno, Mayra; Pezoa, Jose; Hoff, ErikaThis study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child's task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.