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Lepola, Janne; Hannula-Sormunen, Minna – Educational Studies in Mathematics, 2019
In this 3-year longitudinal study, we examined the interplay of children's motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of…
Descriptors: Arithmetic, Correlation, Predictor Variables, Mathematics Achievement
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Zhang, Li; Rao, Nirmala – Early Education and Development, 2017
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of…
Descriptors: Emergent Literacy, Mathematics Achievement, Rural Areas, Foreign Countries
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Hassunah Arafat, Safieh; Korat, Ofra; Aram, Dorit; Saiegh-Haddad, Elinor – Reading and Writing: An Interdisciplinary Journal, 2017
The study addressed the question of continuity in literacy achievements from kindergarten to first grade among Arabic-speaking children in Israel. We examined (1) how age and family socio-economic status (SES) predict children's literacy skills in kindergarten and (2) how age, SES, and early literacy skills in kindergarten predict literacy…
Descriptors: Foreign Countries, Academic Achievement, Early Childhood Education, Kindergarten
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Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette; Stackhouse, Joy – Reading Research Quarterly, 2016
Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy…
Descriptors: Phonological Awareness, Literacy, Naming, German
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Kiuru, Noona; Laursen, Brett; Aunola, Kaisa; Zhang, Xia; Lerkkanen, Marja-Kristiina – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2.…
Descriptors: Student Adjustment, Elementary School Students, Elementary School Teachers, Teacher Student Relationship
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Upadyaya, Katja; Eccles, Jacquelynne – Educational Psychology, 2015
This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…
Descriptors: Teacher Attitudes, Elementary School Students, Mathematics Skills, Reading Ability
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Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L. – Journal of Research in Childhood Education, 2016
The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…
Descriptors: Elementary School Students, Early Childhood Education, Grade 1, Parenting Styles
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Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle Peterson – Journal of Research on Educational Effectiveness, 2014
The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive…
Descriptors: Attention, Longitudinal Studies, Reading, Reading Comprehension
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Passolunghi, Maria Chiara; Lanfranchi, Silvia – British Journal of Educational Psychology, 2012
Background: Many contributing factors, both domain specific and domain general, influence children's performance in school achievement. Aims: This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.…
Descriptors: Phonology, Academic Achievement, Intelligence Quotient, Short Term Memory
Ricks, Elizabeth Danielle – ProQuest LLC, 2012
According to the 2006 Program for International Assessment (PISA), the United States is behind their international counterparts in the areas of mathematics and science. (Darling-Hammond, 2010). The Unites States is at a critical point in developing future leaders in Science, Technology, Engineering, and Mathematics. In preparing students for a…
Descriptors: STEM Education, Best Practices, Mathematics Achievement, Kindergarten