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Direct linkChang, Isabelle – Journal of Early Childhood Research, 2020
The purpose of this study was to examine the extent to which children's executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. The results suggest that individual differences in reading comprehension were…
Descriptors: Executive Function, Reading Comprehension, Kindergarten, Individual Differences
Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
Xenidou-Dervou, Iro; Van Luit, Johannes E. H.; Kroesbergen, Evelyn H.; Friso-van den Bos, Ilona; Jonkman, Lisa M.; van der Schoot, Menno; van Lieshout, Ernest C. D. M. – Developmental Science, 2018
Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We…
Descriptors: Predictor Variables, Structural Equation Models, Cognitive Ability, Mathematics Instruction
Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L. – Journal of Educational Psychology, 2014
This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on…
Descriptors: Individual Differences, Cognitive Ability, Mathematics Skills, Numbers
Bub, Kristen L.; McCartney, Kathleen; Willett, John B. – Journal of Educational Psychology, 2007
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the authors investigated whether there was evidence of intraindividual stability in behavior problems over time as well as whether children with higher levels of behavior problems at 24 months and more rapid increases in…
Descriptors: Grade 1, Cognitive Ability, Child Health, Behavior Problems
Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua – Journal of Educational Psychology, 2008
The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…
Descriptors: Elementary School Students, Inhibition, Problem Solving, Short Term Memory
Luster, Tom; Lekskul, Kunlakarn; Oh, Su Min – Early Childhood Research Quarterly, 2004
The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the…
Descriptors: Low Income Groups, Mothers, Grade 1, Predictor Variables
Cunningham, Anne E. – Journal of Experimental Child Psychology, 2006
Share's "self-teaching" model proposes that readers acquire most knowledge about the orthographic structure of words incidentally while reading independently. In the current study, the self-teaching hypothesis was tested by simulating everyday reading through the use of real words, analyzing the effects of context, and considering the independent…
Descriptors: Grade 1, Cognitive Ability, Spelling, Independent Study
