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Xiangzi Ouyang; Xiao Zhang; Qiusi Zhang; Jimmy de la Torre; Shirong Min – Journal of Educational Psychology, 2024
This study aims to classify subtypes of mathematics disability (MD) using a novel classification method, cognitive diagnostic models (CDMs), and examine whether domain-general skills, namely, linguistic, working memory, and spatial skills, were related to the identification of the subtypes. Participants were 454 children (246 boys; age: M ± SD =…
Descriptors: Foreign Countries, Students with Disabilities, Mathematics, Grade 2
Kim, James S.; Burkhauser, Mary A.; Relyea, Jackie Eunjung; Gilbert, Joshua B.; Scherer, Ethan; Fitzgerald, Jill; Mosher, Douglas; McIntyre, Joseph – Journal of Educational Psychology, 2023
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students' reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students…
Descriptors: Elementary School Students, Grade 1, Grade 2, Literacy Education
Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania D. – Journal of Educational Psychology, 2023
This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures…
Descriptors: Learning Disabilities, Students with Disabilities, English (Second Language), Spanish Speaking
Zhang, Zheng; Peng, Peng – Journal of Educational Psychology, 2023
In this study, we investigated longitudinal reciprocal relations among reading, executive function, and social-emotional skills in students from Grades 2 to 5, using the data set from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. We addressed several important gaps in the literature on longitudinal reciprocal relations…
Descriptors: Elementary School Students, Grade 2, Grade 3, Grade 4
Lin, Tzu-Jung; Chen, Jing; Lu, Monica; Sun, Jing; Purtell, Kelly; Ansari, Arya; Justice, Laura – Journal of Educational Psychology, 2023
The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into…
Descriptors: Bilingualism, Bilingual Education, English (Second Language), Second Language Learning
Lichtenfeld, Stephanie; Pekrun, Reinhard; Marsh, Herbert W.; Nett, Ulrike E.; Reiss, Kristina – Journal of Educational Psychology, 2023
Achievement emotions have received increasing attention in research on adolescence and young adulthood, but little is known about these emotions in the early years of schooling. Studies addressing the development of different achievement emotions and their linkages with achievement during these years are largely lacking. The present longitudinal…
Descriptors: Academic Achievement, Psychological Patterns, Elementary School Students, Longitudinal Studies
Kim, Young-Suk Grace; Graham, Steve – Journal of Educational Psychology, 2022
Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated: (1) whether…
Descriptors: Writing (Composition), Thinking Skills, Reading Comprehension, Oral Language
Spencer, Mercedes; Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas – Journal of Educational Psychology, 2022
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word…
Descriptors: Grade 1, Elementary School Students, Grade 2, Mathematics Skills
Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig-Alma Halaas; Snow, Catherine; Hulme, Charles; Mononen, Riikka-Maija; Naess, Kari-Anne B.; López-Pedersen, Anita; Wie, Ona Bø; Hagtvet, Bente – Journal of Educational Psychology, 2022
Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with…
Descriptors: Morphemes, Morphology (Languages), Language Processing, Teaching Methods
Hornburg, Caroline Byrd; Devlin, Brianna L.; McNeil, Nicole M. – Journal of Educational Psychology, 2022
Does the timing of children's formal understanding of mathematical equivalence matter for algebra readiness? A change-resistance account (McNeil & Alibali, 2005) predicts that it is beneficial for children to construct a formal understanding of mathematical equivalence in the early grades before overly narrow operational patterns become…
Descriptors: Algebra, Readiness, Predictor Variables, Elementary School Students
Fyfe, Emily R.; Byers, Collin; Nelson, Lindsey J. – Journal of Educational Psychology, 2022
Metacognition is theorized to play a central role in children's mathematics learning. The primary goal of the current study was to provide experimental evidence in support of this role with elementary school students learning about mathematical equivalence. The final sample included 135 children (59 first graders and 76 second graders) who…
Descriptors: Metacognition, Teaching Methods, Mathematics Instruction, Elementary School Students
Xu, Chang; Di Lonardo Burr, Sabrina; Skwarchuk, Sheri-Lynn; Douglas, Heather; Lafay, Anne; Osana, Helena P.; Simms, Victoria; Wylie, Judith; Maloney, Erin A.; LeFevre, Jo-Anne – Journal of Educational Psychology, 2022
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…
Descriptors: Foreign Countries, Immersion Programs, French, English
Swanson, H. Lee; Arizmendi, Genesis D.; Li, Jui-Teng – Journal of Educational Psychology, 2022
This study explored the role of growth in the executive components of working memory (WM) on second language (L2) mathematical problem-solving in elementary school children who are emerging bilinguals whose first language (L1) is Spanish. To this end, children (N = 429) in Grades 1, 2, and 3 at Wave 1 were administered a battery of math, reading,…
Descriptors: Problem Solving, Mathematics Education, Short Term Memory, English Language Learners
Lynn S. Fuchs; Douglas Fuchs; Sonya K. Sterba; Marcia A. Barnes; Pamela M. Seethaler; Paul Changas – Journal of Educational Psychology, 2022
This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…
Descriptors: Problem Solving, Short Term Memory, Intervention, Mathematics Instruction
Christian T. Doabler; Ben Clarke; Derek Kosty; Marah Sutherland; Jessica E. Turtura; Allison R. Firestone; Georgia L. Kimmel; Patrick Brott; Tasia L. Brafford; Nancy J. Nelson Fien; Keith Smolkowski; Kathleen Jungjohann – Journal of Educational Psychology, 2022
Measurement and statistical investigation are areas of mathematics visibly neglected in educational intervention research, particularly studies involving students with or at risk for mathematics difficulties (MD). This shortage is concerning given the importance these areas hold in students' pursuit of mathematical proficiency. This study…
Descriptors: Measurement, Statistical Analysis, Grade 2, Elementary School Students