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Direct linkWei, Xin; Christiano, Elizabeth R. A.; Yu, Jennifer W.; Wagner, Mary; Spiker, Donna – Autism: The International Journal of Research and Practice, 2015
This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children…
Descriptors: Reading Achievement, Mathematics Achievement, Autism, Pervasive Developmental Disorders
Download full textWei, Xin; Christiano, Elizabeth R.A.; Yu, Jennifer W.; Wagner, Mary; Spiker, Donna – Grantee Submission, 2015
This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an ASD. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%), and lower-achieving (32%). Children with hypercalculia…
Descriptors: Autism, Cognitive Ability, Hierarchical Linear Modeling, High Achievement
Froiland, John Mark; Oros, Emily – Educational Psychology, 2014
This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…
Descriptors: Longitudinal Studies, Student Motivation, Learner Engagement, Reading Achievement
Ball, Carrie R.; Finch, W. Holmes; Gettinger, Maribeth – Preventing School Failure, 2014
Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the…
Descriptors: Kindergarten, At Risk Students, Classroom Environment, Context Effect
