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Direct linkChristopher P. Brown; Da Hei Ku; Kate Puckett; David P. Barry – Journal of Research in Childhood Education, 2024
The first year of teaching has and continues to be fraught with challenges for early educators in public school contexts across the United States. A persistent problem that has been documented across the globe is the ability of novice teachers to engage in developmentally appropriate practices (DAP) with their students. We examine this issue…
Descriptors: Beginning Teachers, Developmentally Appropriate Practices, Professional Development, Barriers
Akiko Kaizu; Munehisa Tamaki – Journal of Research in Childhood Education, 2024
This longitudinal study examined the effectiveness of a progress monitoring method, namely the Multilayer Instruction Model-Progress Monitoring (MIM-PM), which is a word reading fluency measure. It was used from 1st grade onward to predict the overall reading achievement of students in elementary school by tracking their reading achievement over…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 4
Aishwarya, N.; Deborah, D. Ruth – Journal of Research in Childhood Education, 2021
The present study was carried out with 120 Native Tamil speakers to know the effects of age and instructional language on narrative comprehension and inference-making ability. Children from 3rd to 5th grades (8 to 11 years) were divided into Group A (n = 60; Monolinguals) and Group B (n = 60; Bilinguals). Seven questions were framed to assess…
Descriptors: Foreign Countries, Dravidian Languages, Age Differences, Language of Instruction
Kanani, Zahed; Adibsereshki, Narges; Haghgoo, Hojjat Allah – Journal of Research in Childhood Education, 2017
The purpose of this study was to determine the effects of self-monitoring training on the motivation of elementary school students with dyslexia. This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. 32 students with dyslexia (2nd to 5th grades) were chosen and divided into two…
Descriptors: Dyslexia, Self Management, Training, Academic Achievement
Palacios, Natalia – Journal of Research in Childhood Education, 2017
This study uses the Early Childhood Longitudinal Study-Kindergarten Cohort to examine the influence that teachers and classrooms have on children's short- and long-term reading achievement trajectories throughout the elementary school years. The analytic sample in the 1st grade is 16,604 children nested within 5,029 teachers, the 3rd-grade sample…
Descriptors: Reading Achievement, Children, Longitudinal Studies, Surveys
