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Direct linkLadd, Gary W.; Ettekal, Idean; Kochenderfer-Ladd, Becky – Journal of Educational Psychology, 2017
This investigation's aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K-12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children's academic performance. A sample of 383…
Descriptors: Victims, Bullying, Peer Relationship, Stress Variables
Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
Yeong, Stephanie H. M.; Rickard Liow, Susan J. – Journal of Educational Psychology, 2011
Developing spelling skills in English is a particularly demanding task for Chinese speakers because, unlike many other bilinguals learning English as a second language, they must learn two languages with different orthography as well as phonology. To disentangle socioeconomic and pedagogical factors from the underlying cognitive-linguistic…
Descriptors: Language Processing, Spelling, Phonology, Achievement Tests
Ladd, Gary W.; Dinella, Lisa M. – Journal of Educational Psychology, 2009
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and were examined within variable- and…
Descriptors: Academic Achievement, Student Participation, Elementary School Students, Foreign Countries
Peer reviewedPerry, Joseph D.; And Others – Journal of Educational Psychology, 1979
Multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables to predict third-grade classroom behavior and achievement. Results indicate that kindergarten social and academic competencies were optimal predictors of later achievement-related behaviors and achievement. A social competence measure of…
Descriptors: Academic Achievement, Affective Behavior, Intelligence, Longitudinal Studies
