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Showing 1 to 15 of 20 results Save | Export
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Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
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Rawlings, Anna Maria; Tapola, Anna; Niemivirta, Markku – European Journal of Psychology of Education, 2020
Students' goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N = 212), we focused on the interrelationships…
Descriptors: Goal Orientation, Correlation, Academic Achievement, Mastery Learning
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Zhang, Haomin – European Journal of Psychology of Education, 2020
The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological awareness) and reading comprehension among early elementary-age Chinese students. Using data from second-grade students (N = 288, M[subscript age]=7.8), the study drew upon a cross-lagged panel design to…
Descriptors: Vocabulary, Reading Comprehension, Foreign Countries, Correlation
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Hilbert, Sven; Bruckmaier, Georg; Binder, Karin; Krauss, Stefan; Bühner, Markus – European Journal of Psychology of Education, 2019
In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and reasoning) was analyzed regarding possible alterations during elementary school. In a sample of N = 244 children, the mathematics grade was best predicted by working memory performance in the second grade…
Descriptors: Mathematics Instruction, Grades (Scholastic), Short Term Memory, Grade 2
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Auphan, Pauline; Ecalle, Jean; Magnan, Annie – European Journal of Psychology of Education, 2019
Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are few easy-to-use tools enabling teachers to assess reading ability. According to the Simple View of Reading (Hoover and Gough in "Reading and Writing", 2(2), 127-160, 1990), efficient…
Descriptors: Reading Difficulties, Computer Assisted Testing, Reading Tests, Reading Comprehension
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Fischer, Jean-Paul; Sander, Emmanuel; Sensevy, Gérard; Vilette, Bruno; Richard, Jean-François – European Journal of Psychology of Education, 2019
Ensuring students correctly understand the notion of equality is a fundamental problem in teaching mathematics. Is it possible to teach arithmetic in such a way that students do not misinterpret the equal sign "=" as indicating the result of an arithmetic operation and, consequently, viewing the arithmetic operation symbols (+, -, or x)…
Descriptors: Arithmetic, Mathematics Instruction, Teaching Methods, Program Effectiveness
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Enesco, Ileana; Rodríguez, Purificación; Lago, Mª Oliva; Dopico, Cristina; Escudero, Ana – European Journal of Psychology of Education, 2017
This study addresses the influence of schoolteachers' testimonies on children's conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children participated in the baseline group (to determine their judgments about pseudoerrors without the presence of…
Descriptors: Elementary School Teachers, Teacher Influence, Elementary School Students, Kindergarten
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Peeters, Dominique; Degrande, Tine; Ebersbach, Mirjam; Verschaffel, Lieven; Luwel, Koen – European Journal of Psychology of Education, 2016
This study tested whether second graders use benchmark-based strategies when solving a number line estimation (NLE) task. Participants were assigned to one of three conditions based on the availability of benchmarks provided on the number line. In the bounded condition, number lines were only bounded at both sides by 0 and 200, while the midpoint…
Descriptors: Computation, Grade 2, Elementary School Students, Problem Solving
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Nordström, Thomas; Jacobson, Christer; Söderberg, Pernilla – European Journal of Psychology of Education, 2016
This study, using a longitudinal design with a Swedish cohort of young readers, investigates if children's early word decoding ability in second grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (grade 2) with academic performance (grade 9), gender and non-verbal cognitive ability were…
Descriptors: Foreign Countries, Longitudinal Studies, Decoding (Reading), Grade 2
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Schwenck, Christina; Dummert, Friederike; Endlich, Darius; Schneider, Wolfgang – European Journal of Psychology of Education, 2015
Several cognitive deficits associated with reading and mathematics problems have been identified. However, only few studies assessed the impact of these variables in children with combined problems in reading and arithmetics, and none of these studies included children with low IQ. This longitudinal study was designed to assess the impact of…
Descriptors: Cognitive Processes, Cognitive Ability, Children, Learning Problems
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Roque, Isabel; de Lemos, Marina Serra; Gonçalves, Teresa – European Journal of Psychology of Education, 2014
This study examined the development of school-related causality beliefs which are children's generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the…
Descriptors: Student Attitudes, Developmental Stages, Longitudinal Studies, Grade 2
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Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus – European Journal of Psychology of Education, 2014
The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of…
Descriptors: Reading Skills, Writing Skills, Mathematics Skills, Self Concept
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Schmiedeler, Sandra; Niklas, Frank; Schneider, Wolfgang – European Journal of Psychology of Education, 2014
The concept of "Home Learning Environment" (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Family Environment, Longitudinal Studies
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Luwel, Koen; Verschaffel, Lieven – European Journal of Psychology of Education, 2008
Groups of mathematically strong and weak second-, fourth- and sixth-graders were individually confronted with numerosities smaller and larger than 100 embedded in one-, two- or three-dimensional realistic contexts. While one third of these contexts were totally unstructured (e.g., an irregular piece of land jumbled up with 72 cars), another third…
Descriptors: Elementary School Students, Problem Solving, Computation, Number Concepts
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Maroni, Barbara; Gnisci, Augusto; Pontecorvo, Clotilde – European Journal of Psychology of Education, 2008
This paper examines the rhythm and the management of classroom interaction as an important constituent of a teaching-learning process. Twenty-three lessons in 12 classes (four 2nd grades, four 3rd grades and four 4th grades) of state primary schools spread all over Italy were observed and videotaped for a total of 15 hours. The descriptive…
Descriptors: Grades (Scholastic), Interaction, Foreign Countries, Grade 4
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