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Showing 1 to 15 of 27 results Save | Export
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Levesque, Kyle C.; Kieffer, Michael J.; Deacon, S. Hélène – Reading Research Quarterly, 2019
Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of…
Descriptors: Reading Comprehension, Morphology (Languages), Path Analysis, Grade 3
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Zhang, Dongbo; Koda, Keiko; Leong, Che Kan; Pang, Elizabeth – Journal of Research in Reading, 2019
Background: While much is known about how morphological awareness (MA) contributes to reading development, little attention has been paid to how reading may conversely affect MA development, particularly in readers of Chinese in a bilingual/multilingual setting. Methods: The study adopted a cross-lagged panel design. Young bilingual readers of…
Descriptors: Multilingualism, Reading Processes, Chinese, Morphology (Languages)
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Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle – Scientific Studies of Reading, 2017
Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children's higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability)…
Descriptors: Family Literacy, Family Environment, Expressive Language, Verbal Ability
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Tõeväli, Paula-Karoliina; Kikas, Eve – Educational Psychology, 2017
The present longitudinal study examined the cross-lagged relations between parental causal attributions of children's math success to children's ability, parental help, children's math performance and task persistence. A total of 735 children, their mothers, fathers and teachers were assessed twice--at the end of the second and the third grades.…
Descriptors: Attribution Theory, Questionnaires, Path Analysis, Mothers
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Laible, Deborah; Carlo, Gustavo; Davis, Alexandra N.; Karahuta, Erin – Developmental Psychology, 2016
Longitudinal links between early childhood temperament, maternal sensitivity, and adolescents' adjustment have been proposed and found in several longitudinal studies, but the mechanisms of influence have not been explored. The authors examined the paths from maternal sensitivity and temperament in early childhood to adolescents' prosocial,…
Descriptors: Predictor Variables, Prosocial Behavior, Antisocial Behavior, Delinquency
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Fite, Paula J.; Gabrielli, Joy; Cooley, John L.; Rubens, Sonia L.; Pederson, Casey A.; Vernberg, Eric M. – Journal of Child & Adolescent Substance Abuse, 2016
This study examined associations between physical and relational forms of aggression and victimization and risk for willingness to engage in substance use and actual use in a sample of 231 (50% male) second- through fourth-grade students (mean age = 8.3 years). Physical aggression was more strongly associated with risk for substance use outcomes…
Descriptors: Correlation, Aggression, Victims, Risk
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Pitzer, Jennifer; Skinner, Ellen – International Journal of Behavioral Development, 2017
Students perform better in school to the extent they are able to engage fully, cope adaptively, and bounce back from obstacles and setbacks in their academic work. These three processes, which studies suggest are positively inter-connected, may comprise a self-sustaining system that enables "motivational resilience." Using…
Descriptors: Predictor Variables, Change, Student Motivation, Resilience (Psychology)
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Rau, Martina A.; Aleven, Vincent; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2017
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) "sense making" of connections by verbally explaining how…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
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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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Rudolph, Karen D.; Lansford, Jennifer E.; Agoston, Anna M.; Sugimura, Niwako; Schwartz, David; Dodge, Kenneth A.; Pettit, Gregory S.; Bates, John E. – Child Development, 2014
Two prospective studies examined a theoretical model wherein exposure to victimization, resulting from early behavioral risk, heightens children's social alienation and subsequent deviant peer affiliation (DPA). Across Study 1 (298 girls, 287 boys; K-7th grade; 5-12 years) and Study 2 (338 girls, 298 boys; 2nd-6th grade; 8-12 years),…
Descriptors: Peer Relationship, Victims, Bullying, At Risk Persons
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Deacon, S. Hélène; Kieffer, Michael J.; Laroche, Annie – Scientific Studies of Reading, 2014
We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in…
Descriptors: Reading Comprehension, Morphology (Languages), Phonological Awareness, Longitudinal Studies
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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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Agoston, Anna M.; Rudolph, Karen D. – Journal of Abnormal Child Psychology, 2013
This research examined two pathways through which depressive symptoms contribute to low social status (i.e., neglect and rejection) within the peer group over time: (a) depressive symptoms promote socially helpless behavior and consequent neglect by peers; and (b) depressive symptoms promote aggressive behavior and consequent rejection by peers.…
Descriptors: Developmental Stages, Early Adolescents, Social Status, Peer Groups
Chan, Yi-Chih – ProQuest LLC, 2013
Phonological awareness and morphological awareness have been shown to affect Chinese children's reading development. Previous studies conducted in Hong Kong, which required children to read two-character words only or a mixture of single-character and two-character words in a Chinese reading test, exclusively found that morphological awareness was…
Descriptors: Phonological Awareness, Morphology (Languages), Chinese, Reading Instruction
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Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L. – Journal of Educational Psychology, 2014
This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on…
Descriptors: Individual Differences, Cognitive Ability, Mathematics Skills, Numbers
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