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Radu, Roxana – Educational Studies, 2013
Exploring a unique region concerning educational reforms in the past 20?years, the present study empirically investigates the attitudes towards parental involvement in school life in a comparative perspective of south-eastern European (SEE) countries for the 2008/2009 school year. Based on a multiple regression model for nine different countries,…
Descriptors: Foreign Countries, Parent Participation, Educational Change, Multiple Regression Analysis
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Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Siekkinen, Martti; Ahonen, Timo; Nurmi, Jari-Erik – Learning and Instruction, 2012
This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1…
Descriptors: Reading Difficulties, Class Size, Teaching Experience, Grade 1
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Overby, Megan S.; Trainin, Guy; Smit, Ann Bosma; Bernthal, John E.; Nelson, Ron – Language, Speech, and Hearing Services in Schools, 2012
Purpose: This archival study examined the relationship between the speech sound production skill of kindergarten children and literacy outcomes in Grades 1-3 in a data set where most children's vocabulary skills were within normal limits, speech therapy was not provided until 2nd grade, and phonological awareness instruction was discouraged at the…
Descriptors: Spelling, Phonological Awareness, Kindergarten, Grade 3
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Sanchez, Monique; Magnan, Annie; Ecalle, Jean – European Journal of Psychology of Education, 2012
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children's early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A…
Descriptors: Spelling, Grade 1, Kindergarten, Correlation
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Cho, Rosa Minhyo – Economics of Education Review, 2012
Over the past decade, several state and federal policies have directed schools to mainstream English Language Learner (ELL) students into English-only instruction classrooms. While there is mixed evidence on the effects of these immersion policies on the ELL students, research examining potential peer effects on their non-ELL classmates is…
Descriptors: Ability Grouping, Evidence, Reading Tests, Individual Characteristics
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Desimoni, Marta; Scalisi, Teresa Gloria; Orsolini, Margherita – Learning and Instruction, 2012
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the…
Descriptors: Foreign Countries, Longitudinal Studies, Predictor Variables, Correlation
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Magi, Katrin; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik – Learning and Instruction, 2011
This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the…
Descriptors: Homework, Mothers, Parent Participation, Kindergarten
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Kirby, John R.; Ball, Angela; Geier, B. Kelly; Parrila, Rauno; Wade-Woolley, Lesly – Journal of Research in Reading, 2011
The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1-3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers.…
Descriptors: Reading Attitudes, Reading Achievement, Reading Interests, Phonological Awareness
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Sackes, Mesut; Trundle, Kathy Cabe; Bell, Randy L. – Computers & Education, 2011
This investigation explores young children's computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of children's computer…
Descriptors: Socioeconomic Status, Young Children, Computers, Kindergarten
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Niemi, Pekka; Nurmi, Jari-Erik; Lyyra, Anna-Liisa; Lerkkanen, Marja-Kristiina; Lepola, Janne; Poskiparta, Elisa; Poikkeus, Anna-Maija – Journal of Learning Disabilities, 2011
Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were…
Descriptors: Foreign Countries, Longitudinal Studies, Predictor Variables, Mathematics Skills
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Desimone, Laura; Long, Daniel A. – Teachers College Record, 2010
Background/Context: Although there is relative agreement on the pattern of the achievement gap, attributing changes in the gap to schooling is less clear. Our study contributes to understanding potential teacher and teaching effects on achievement and inequality. Purpose/Objective/Research Question/Focus of Study: We intend our work to contribute…
Descriptors: Teacher Effectiveness, Mathematics Achievement, Low Achievement, Disadvantaged
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Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy – Applied Psycholinguistics, 2009
Fifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect…
Descriptors: Second Languages, Predictor Variables, Aptitude Tests, Decoding (Reading)
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Pianta, Robert C.; Belsky, Jay; Vandergrift, Nathan; Houts, Renate; Morrison, Fred J. – American Educational Research Journal, 2008
This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected…
Descriptors: Mathematics Achievement, Elementary School Students, Longitudinal Studies, Literacy
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Foorman, Barbara R.; York, Mary; Santi, Kristi L.; Francis, David – Reading and Writing: An Interdisciplinary Journal, 2008
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers…
Descriptors: Urban Schools, Reading Difficulties, Rural Schools, Mentors