Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…

Math anxiety (MA) and math performance are generally negatively correlated (Barroso et al., 2021; Namkung et al., 2019). However, the mechanisms underlying this negative association remain unclear. According to the attentional control theory (ACT; Eysenck et al., 2007), anxious individuals experience impaired attentional control during problem…

This study examined the role of parents' early home language use in the English reading development of emergent bilinguals (N = 3,058) and how their relations are moderated by children's oral English language proficiency using longitudinal data from kindergarten to eighth grade (ages 6-15 years). Results from multi-group latent basis growth models…

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…

Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…

The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results…

Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence…

The present study longitudinally investigated proportional reasoning abilities in early elementary school before the start of its instruction. Three aims were put forward: (a) distinguishing the different developmental states in young children's understanding of missing-value proportional situations, (b) investigating how children transition…

The purpose of the study was to assess the volume of academic vocabulary in elementary grades disciplinary textbooks. Academic vocabulary was examined in a corpus of best-selling elementary grades textbooks in three disciplinary areas--science, mathematics, and social studies. Academic words in texts were determined through automated procedures…

This 3-wave longitudinal study explored the complex ways in which students' motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N…

Income disparities in children's academic and behavioral skills have grown larger over the past 50 years. At the same time, economic segregation across communities has increased, raising questions regarding the role of community factors in explaining income gaps in children's functioning. Combining geospatial data with longitudinal survey data…

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening…

Background: Math anxiety (MA) and math achievement are generally negatively associated. Aims: This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement. Sample: Data were drawn from an ongoing longitudinal study that examines the roles of affective factors in math…

Background: Students vary in their initial achievement when they enter school and their rate of academic growth as they move through school. These differences have implications for classroom instruction and educational policy. Although previous research has examined initial achievement and growth differences, a gap remains in understanding how…

Background: Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. Aims: This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by…