Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children's mental representation of negative numbers has never been addressed. The present study tested children…

In a series of 3 experiments, the authors investigated the influence of symmetry of variables on children's and adults' data interpretation. They hypothesized that symmetrical (i.e., present/present) variables would support correct interpretations more than asymmetrical (i.e., present/absent) variables. Participants were asked to judge covariation…

Recent studies reveal that children can solve proportional reasoning problems presented with continuous amounts that enable intuitive strategies by around 6 years of age but have difficulties with problems presented with discrete units that tend to elicit explicit count-and-match strategies until at least 10 years of age. The current study tests…

This study examined children's trajectories of mathematics and reading achievements from kindergarten to eighth grade along with the gender differences in these trajectories. A total of 8503 participants drawn from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) formed the sample of the study. The results of the latent growth…

The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…

The developmental trajectory of the use of morphemes is still unclear. We investigated the emergence of morphological effects on visual word recognition in German in a large sample across the complete course of reading acquisition in elementary school. To this end, we analyzed lexical decision data on a total of 1,152 words and pseudowords from a…

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

This study investigates the relationship between students ability to answer reduced language dependency mathematical questions with their overall numeracy level. It investigates whether a student's success at reduced language mathematical questions translates into better overall numeracy scores. It was found, students have up to two years…

The present study focuses on the comprehension and production of non-literal comparisons (NLC) via visual means in three age groups: kindergarten, second grade and fifth grade students. Although non-literality is a cognitive process, the educational system does not take advantage of it in pedagogy, especially before the fourth grade. The research…

This study aims at highlighting the reasons behind the variation of the level of the parents' satisfaction with the services provided by the resources rooms to their children with learning disabilities in Saudi Arabia. The study sample consisted of 283 parents of female students. The instrument of data collection was a questionnaire consisting of…

We present the results of a longitudinal study of the formation of graphomotor skills in elementary school children between the ages of seven and nine (students in the first and second grades). Patterns in how the skills under investigation develop in normal children and those with learning disabilities were revealed using a computerized survey of…

Purpose/Objectives: Existing research has investigated the effects of using individual incentives and positive reinforcements to influence children to eat more fruits and vegetables for lunch and snack during school. This study explored using group-level incentives to motivate children in a Wisconsin elementary school to eat more fruits and…

The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained…

In teaching reading, educators strive to find the balance between a code-emphasis approach and a meaning-oriented literacy approach. However, little is known about how different approaches to literacy can benefit bilingual children's early reading acquisition. To investigate the novel hypothesis that children's age of first bilingual exposure can…

Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar)…