Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Familiarity | 2 |
| Novelty (Stimulus Dimension) | 2 |
| Achievement Tests | 1 |
| Age Differences | 1 |
| Articulation (Speech) | 1 |
| Attention | 1 |
| Children | 1 |
| Cognitive Ability | 1 |
| Correlation | 1 |
| Developmental Disabilities | 1 |
| Executive Function | 1 |
| More ▼ | |
Author
| Cheng, Yi-Lang | 1 |
| Erikson, Jessie A. | 1 |
| Hambrick, David Z. | 1 |
| Kapa, Leah L. | 1 |
| Konstantopoulos, Spyros | 1 |
| Levine, Susan C. | 1 |
| Mix, Kelly S. | 1 |
| Young, Christopher J. | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| Intermediate Grades | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| Arizona | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Kaufman Assessment Battery… | 2 |
| Beery Developmental Test of… | 1 |
| Goldman Fristoe Test of… | 1 |
| Peabody Picture Vocabulary… | 1 |
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKapa, Leah L.; Erikson, Jessie A. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The purpose of this study was to examine the relationship between executive functioning and word learning among preschoolers with and without developmental language disorder (DLD). Method: Forty-one preschool-age children with DLD were matched to typically developing children on age and sex. Participants were exposed to 10 novel…
Descriptors: Executive Function, Word Recognition, Preschool Children, Developmental Disabilities
Download full textMix, Kelly S.; Levine, Susan C.; Cheng, Yi-Lang; Young, Christopher J.; Hambrick, David Z.; Konstantopoulos, Spyros – Grantee Submission, 2017
In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to…
Descriptors: Spatial Ability, Mathematics Instruction, Kindergarten, Grade 3
