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Sekeris, Elke; De Keyser, Laure; Verschaffel, Lieven; Luwel, Koen – Educational Psychology, 2023
Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the strategies that underly it. The current study longitudinally followed the estimation capacity and strategies of 332 children from first to second grade of…
Descriptors: Computation, Longitudinal Studies, Elementary School Students, Grade 1
Li Zhang; Yanpu Jia; Xiaoran Xue; Wei Wang – Educational Psychology, 2023
This study aims to examine whether a maths-unrelated reading intervention can improve children's mathematical performance and to compare the effects of maths-related and maths-unrelated reading interventions. Furthermore, this study examines whether the effects of reading interventions are moderated by individual differences, including gender,…
Descriptors: Intervention, Mathematics Achievement, Grade 2, Elementary School Students
Hedi Kwakkel; Mienke Droop; Ludo Verhoeven; Eliane Segers – Educational Psychology, 2023
This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and English (L2) vocabulary in children in Dutch-English bilingual primary education. The children (n = 106) were tested on vocabulary in both languages in…
Descriptors: Vocabulary Development, Native Language, Second Language Learning, English (Second Language)
Mika Paananen; Tuija Aro; Tuire Koponen; Helena Viholainen; Asko Tolvanen; Pilvi Peura; Mikko Aro – Educational Psychology, 2023
Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils' self-regulation capacities and SRE influence in managing learning situations. This study investigated variations in the four sources of SRE and how these variations were related to SRE, reading skills and arithmetic skills. The participants were 1284…
Descriptors: Individual Differences, Mastery Learning, Elementary School Students, Metacognition
Inoue, Tomohiro; Zhang, Su-Zhen; Georgiou, George K. – Educational Psychology, 2022
We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in…
Descriptors: Psycholinguistics, Family Environment, Phonological Awareness, Direct Instruction
van der Ploeg, Rozemarijn; Stoltz, Sabine E. M. J.; van den Berg, Yvonne H. M.; Cillessen, Antonius H. N.; de Castro, Bram O. – Educational Psychology, 2022
This study aimed to shed light on the prevalence of chronic peer victimisation among Dutch elementary school children and factors associated with (non-)disclosure of such experiences by victims. 5,961 students from 73 schools participated (51.5% male; M[subscript age] = 9.96; 77.7% native Dutch). Results showed that 12.3% of all children were…
Descriptors: Self Disclosure (Individuals), Peer Relationship, Elementary School Students, Gender Differences
Liu, Catrina; Chung, Kevin Kien Hoa; Tang, Pui Man – Educational Psychology, 2022
This study investigated the unique contribution of orthographic awareness, letter knowledge, and patterning skills to early literacy and arithmetic competence. A total of 145 third-year kindergarten (K3) children (M[subscript age]: 73.43 months, SD = 5.36; 70 boys, 48%) from Hong Kong participated in this study. Children were assessed on their…
Descriptors: Literacy, Alphabets, Chinese, Reading Processes
Berner, Valérie-D.; Seitz-Stein, Katja; Segerer, Robin; Oesterlen, Eva; Niklas, Frank – Educational Psychology, 2022
In this quasi-experimental study, we investigated whether basic arithmetic skills and mathematical self-concept of young children can be influenced by feedback during an interactive session in which a game was played. German 5- to 7-year-old children (n = 79) played an adaption of the game House of Numbers six times, either in a specific or an…
Descriptors: Feedback (Response), Self Concept, Teaching Methods, Foreign Countries
Lafay, Anne; Osana, Helena P.; Guillan, Julie – Educational Psychology, 2021
Little is known about whether manipulatives can support children's inferences of the mathematical structure of word problems. The objective was to test the effects of using manipulatives during problem solving on students' understanding of the additive relationships in word problems. Third and fifth graders (N = 45) solved one-step addition and…
Descriptors: Manipulative Materials, Elementary School Mathematics, Elementary School Students, Children
Yotyodying, Sittipan; Wild, Elke; Schwinger, Malte – Educational Psychology, 2021
In accordance with self-determination theory, this paper examined whether punitive parenting (child and parent reports) would predict psychological well-being (i.e., self-esteem, affect, life satisfaction) of children with learning disabilities over time. We analysed data from 300 German children with learning disabilities who were surveyed in…
Descriptors: Parenting Styles, Punishment, Parent Child Relationship, Children
Hung, Cathy On-Ying; Loh, Elizabeth Ka-Yee – Educational Psychology, 2021
The present study aims to examine the contribution of cognitive flexibility to metalinguistic skills and reading comprehension during primary school years. Forty-nine third-grade primary school children completed the measures of cognitive flexibility, metalinguistic skills including syntactic awareness (word order knowledge), morphosyntactic skill…
Descriptors: Cognitive Processes, Metalinguistics, Executive Function, Reading Comprehension
Escobar, José-Pablo; Porflitt, Felipe; Ceric, Francisco – Educational Psychology, 2021
Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN…
Descriptors: Foreign Countries, Arithmetic, Mathematics Skills, Naming
Fong, Cathy Y. C.; Chung, P. Y. – Educational Psychology, 2020
The present study aimed to examine the potential importance of orthographic flexibility for Chinese reading acquisition. Orthographic flexibility is a novel concept that represents the ability to manage and switch attention among multiple aspects of orthographic information. A total of 92 Chinese kindergarten children at age 6 were assessed on…
Descriptors: Kindergarten, Chinese, Reading, Young Children
Liao, Chen-Huei; Kuo, Bor-Chen; Tsao, Chieh-Ju; Mok, Magdalena Mo Ching – Educational Psychology, 2020
This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students' literacy skills, which comprised morphological awareness, orthography processing, visual perception…
Descriptors: Foreign Countries, Predictor Variables, Reading Skills, Literacy
Yang, Xiujie; McBride, Catherine – Educational Psychology, 2020
The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…
Descriptors: Foreign Countries, Phonology, Language Processing, Phonological Awareness