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Uus, Õnne; Kikas, Eve – International Journal of School & Educational Psychology, 2023
Self-regulation forms the rudiments for children's academic achievement and socialization. Although one's executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one's own learning and behavior, young students' cognitive capacity for that is still immature influencing the…
Descriptors: Aggression, Child Behavior, Behavior Problems, Self Management
Tsang, Tsz Wing; Lu, Hui Jing – International Journal of School & Educational Psychology, 2022
Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different…
Descriptors: Memory, Motion, Human Body, Brain Hemisphere Functions
Vassilopoulos, Stephanos P.; Brouzos, Andreas; Koutsianou, Athina – International Journal of School & Educational Psychology, 2018
This study investigated the effectiveness of a social and emotional learning (SEL) group to enhance first-grade students' school adjustment. A seven-session intervention program was conducted by two group leaders and included training in social and emotional skills. Pre- and post- and follow-up assessment data were collected from a total of 114…
Descriptors: Socialization, Emotional Development, Grade 1, Student Adjustment
Han, Jeanie Nam; Vanderwood, Michael L.; Lee, Catherine Y. – International Journal of School & Educational Psychology, 2015
This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…
Descriptors: Predictive Validity, Grade 1, Elementary School Students, Korean Americans
Vanderwood, Mike L.; Tung, Catherine; Arellano, Elizabeth – International Journal of School & Educational Psychology, 2014
This study examined the effects of a phonological awareness (PA) intervention on the phonological and alphabetic principle skills of first-grade English language learners (ELLs). Nine first-grade classrooms in two large elementary schools were screened with DIBELS Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in the fall and…
Descriptors: Phonological Awareness, Intervention, Alphabets, Grade 1
Anderson, Cynthia M.; Horner, Robert H.; Rodriguez, Billie Jo; Stiller, Brianna – International Journal of School & Educational Psychology, 2013
Supporting the full range of students with behavioral challenges requires that schools build the capacity to implement evidence-based behavioral interventions. Fortunately, a substantive body of research documents behavioral interventions are available to both decrease problem behavior and enhance prosocial skills. To date, however, this…
Descriptors: Behavior Problems, Student Behavior, Intervention, Behavior Modification