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Showing 1 to 15 of 18 results Save | Export
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Pandya, Samta P. – Religious Education, 2018
Based on a one-year longitudinal experimental study with 3,782 kindergarten school children across 15 countries, this article examines the association between prayer and happiness. Results show that the post-test scores on the faces scale were higher for the participant group who had taken the prayer lessons vis-à-vis the comparison group.…
Descriptors: Scores, Cross Cultural Studies, Christianity, Pretests Posttests
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Luke, Allan – American Educational Research Journal, 2017
Adam Wright, Michael A. Gottfried, and Vi-Nhuan Le demonstrate empirically that minority teachers have a positive impact on the "social-emotional development" of American minority kindergarten children. Their analyses of 2010-2011 data from the Early Childhood Longitudinal Study focus on measurable effects in four social and affective…
Descriptors: Minority Group Teachers, Social Development, Emotional Development, Minority Group Students
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Friend, Margaret; Smolak, Erin; Liu, Yushuang; Poulin-Dubois, Diane; Zesiger, Pascal – Developmental Psychology, 2018
Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on "parent-reported production" prior to 30 months of age. Of interest is whether and how "directly assessed vocabulary comprehension" in the 2nd year of life supports vocabulary and kindergarten…
Descriptors: Toddlers, Vocabulary Skills, Vocabulary Development, Kindergarten
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Simms, Kathryn – Journal of Advanced Academics, 2012
This study compared immigrant and nonimmigrant educational achievement (i.e., the immigrant gap) in math by reexamining the explanatory power of race and socioeconomic status (SES)--two variables, perhaps, most commonly considered in educational research. Four research questions were explored through growth curve modeling, factor analysis, and…
Descriptors: Immigrants, Achievement Gap, Mathematics Achievement, Race
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Furnes, Bjarte; Samuelsson, Stefan – Learning and Individual Differences, 2011
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) was investigated and related to later measures of reading and spelling in children learning to read in different alphabetic writing systems (i.e., Norwegian/Swedish vs. English). 750 U.S./Australian children and 230…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Word Recognition
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Atteberry, Allison; Bryk, Anthony S. – Elementary School Journal, 2011
Many major urban districts have committed large investments to school-based professional development anchored in the work of literacy coaches. At base is a shared belief that instructional coaches are key levers for improvement. Yet, clinical accounts of the role of an instructional coach suggest that this is a complex practice to implement well.…
Descriptors: Teacher Participation, Coaching (Performance), Literacy Education, Urban Schools
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Furnes, Bjarte; Samuelsson, Stefan – Dyslexia, 2010
In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First,…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Grade 2
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Wright, Tessa; Wormsley, Diane P.; Kamei-Hannan, Cheryl – Journal of Visual Impairment & Blindness, 2009
Using a subset of data from the Alphabetic Braille and Contracted Braille Study, researchers analyzed the patterns and characteristics of hand movements as predictors of reading performance. Statistically significant differences were found between one- and two-handed readers and between patterns of hand movements and reading rates. (Contains 6…
Descriptors: Braille, Predictor Variables, Reading Achievement, Statistical Significance
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Schanzenbach, Diane Whitmore – Journal of Human Resources, 2009
This paper assesses whether school lunches contribute to childhood obesity. I employ two methods to isolate the causal impact of school lunches on obesity. First, using panel data, I ?nd that children who consume school lunches are more likely to be obese than those who brown bag their lunches even though they enter kindergarten with the same…
Descriptors: Obesity, Eligibility, Nutrition, Children
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Furnes, Bjarte; Samuelsson, Stefan – Journal of Research in Reading, 2009
The importance of cognitive and language skills on reading and spelling development were investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge…
Descriptors: Spelling, Early Reading, Linguistics, Phonological Awareness
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Morgan, Paul L.; Farkas, George; Wu, Qiong – Journal of Learning Disabilities, 2009
The investigators used data from the "Early Childhood Longitudinal Study-Kindergarten Cohort" (ECLS-K) to estimate whether and to what extent the timing and persistence of mathematics difficulties (MD) in kindergarten predicted children's first through fifth grade math growth trajectories. Results indicated that children persistently…
Descriptors: Learning Problems, Mathematics Education, Persistence, Kindergarten
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Palacios, Natalia; Guttmanova, Katarina; Chase-Lansdale, P. Lindsay – Developmental Psychology, 2008
This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to…
Descriptors: Early Reading, Reading Achievement, Kindergarten, Grade 3
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Chang, Mido; Singh, Kusum – Australian Journal of Early Childhood, 2008
The goal of this study was to explore the long-term effects of all-day kindergarten programs on children's academic performance. The study used three waves of data from a nationally representative database from the United States, the Early Childhood Longitudinal Study (ECLS), with the first wave at the beginning of kindergarten and the third wave…
Descriptors: Age, Mathematics Activities, Academic Achievement, Day Programs
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Samuelsson, Stefan; Byrne, Brian; Olson, Richard K.; Hulslander, Jacqueline; Wadsworth, Sally; Corley, Robin; Willcutt, Erik G.; DeFries, John C. – Learning and Individual Differences, 2008
Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at 0.84 in Australia, 0.68 in the U.S., and 0.33 in…
Descriptors: Twins, Spelling, Early Reading, Genetics
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Kainz, Kirsten; Vernon-Feagans, Lynne – Elementary School Journal, 2007
In this study we investigated reading development from kindergarten to third grade for 1,913 economically disadvantaged children from the Early Childhood Longitudinal Study-Kindergarten Cohort. Characteristics of the child, the family, classroom instruction, and school composition were used to model influences from multiple levels of children's…
Descriptors: Economically Disadvantaged, Early Reading, Family Characteristics, Ecology
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