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Compagnoni, Miriam; Karlen, Yves; Maag Merki, Katharina – Metacognition and Learning, 2019
Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These motivational beliefs affect behavioral self-regulation, which is an important predictor of school success and includes both executive functions (EF) and classroom behavioral self-regulation…
Descriptors: Kindergarten, Goal Orientation, Beliefs, Self Control
Solari, Emily J.; Grimm, Ryan P.; McIntyre, Nancy S.; Denton, Carolyn A. – Grantee Submission, 2018
This study examined the relations between and predictive power of three important subcomponents skills of reading comprehension: decoding, listening comprehension, and reading fluency. Through a series of structural equation models, we examine the relations within a full sample of first grade students at the beginning of the year (N = 290). Next,…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Reading Fluency
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Kim, Young-Suk Grace – Grantee Submission, 2019
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
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Perrin, Michele – Journal of STEM Education: Innovations and Research, 2004
This paper uses inquiry-based learning to introduce primary students to the concepts and terminology found in four introductory engineering courses: Differential Equations, Circuit Analysis, Thermodynamics, and Dynamics. Simple electronic sensors coupled with everyday objects, such as a troll doll, demonstrate and reinforce the physical principles…
Descriptors: Inquiry, Active Learning, Engineering Education, Elementary Education
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Nyroos, Mikaela; Korhonen, Johan; Linnanmäki, Karin; Svens-Liavåg, Camilla – Education Inquiry, 2012
The education systems in Sweden and Finland have different formal and informal testing traditions. A recognised possible adverse effect of testing is test anxiety among pupils and students which may have a negative impact on examination performance. Research into which factors of testing practice affect the levels of test anxiety in younger pupils…
Descriptors: Foreign Countries, Test Anxiety, Grade 3, Elementary School Students
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Elia, Iliada; Gagatsis, Athanasios; Demetriou, Andreas – Learning and Instruction, 2007
This study investigated the role of different modes of representation, i.e., verbal description, decorative pictures, informational pictures and number line, in solving additive change problems. Data were collected from 1447 students in Grades 1, 2, and 3. Structural equations modelling affirmed the existence of four first-order…
Descriptors: Rating Scales, Grade 1, Mathematics Instruction, Problem Solving
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Cho, Jeung-Ryeul; McBride-Chang, Catherine; Park, Soon-Gil – Reading and Writing: An Interdisciplinary Journal, 2008
A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners, who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was uniquely associated with reading of both regular and irregular words. In contrast, only the three…
Descriptors: Phonology, Phonological Awareness, Word Recognition, Reading Skills
Pope, H. Lawrence – ProQuest LLC, 2012
This study examined relationships between pre-tested early literacy skills and post-tested reading achievement in 52 kindergarten and 39 first-grade children. An archival data set was available for statistical analysis. Data analysis was completed in three stages: Participants' entry-level literacy and language scores were compared on two…
Descriptors: Skill Development, Language Skills, Emergent Literacy, Pretests Posttests
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Reid, M. Jamila; Webster-Stratton, Carolyn; Baydar, Nazli – Journal of Clinical Child and Adolescent Psychology, 2004
We examined parent and child moderators of outcome, program engagement effects, and predictors of engagement in the Incredible Years Parent Training Program. Head Start classrooms (N = 882 children) were randomly assigned to an intervention condition (that received the Incredible Years program) or to a control condition (that received usual Head…
Descriptors: Disadvantaged Youth, Outcomes of Education, Parent Education, Parenting Skills