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Direct linkBurgess, Andrea N.; Cutting, Laurie E. – Mind, Brain, and Education, 2023
Despite decades of prior research, the mechanisms of skilled reading development remain elusive. Numerous studies have identified word recognition and oral language ability as key components to explain later reading comprehension performance. However, these components alone do not fully explain differences in reading achievement. There is ongoing…
Descriptors: Reading, Executive Function, Relationship, Behavior
Pickren, Sage E.; Harriott, Emily M.; Huerta, Natalie B.; Cutting, Laurie E. – Mind, Brain, and Education, 2022
To explore the impact of COVID-19 on daily life and problem behavior during virtual learning, we created and administered a survey to 64 school-aged children (in 2019, M = 9.84 years; SD = 0.55 years). Results indicated significant increases in hyperactivity (t = -2.259; p = 0.027) and inattention (t = -2.811; p = 0.007) from 2019 to 2020.…
Descriptors: COVID-19, Pandemics, Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders)
Earle, F. Sayako; Del Tufo, Stephanie N.; Evans, Tanya M.; Lum, Jarrad A. G.; Cutting, Laurie E.; Ullman, Michael T. – Mind, Brain, and Education, 2020
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain-general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance…
Descriptors: Memory, Reading Skills, Emergent Literacy, Young Children
