Children who are victimized by their peers are at increased risk of developing emotional difficulties and disorders (e.g., mental health diagnoses); conversely, children experiencing emotional difficulties may also be more likely to experience peer victimization. Sleep quality could serve as a protective buffer or risk factor in these longitudinal…

Students at all grade levels in the United States are experiencing significant difficulties in the area of written expression (Salahu-Din, Persky, & Miller, 2008; U.S. Department of Education, 2012). Although performance feedback is an effective evidence-based intervention for improving the writing fluency of elementary-aged students,…

Recess provides an opportunity to promote physical activity among schoolchildren. There is limited research on the effects of specific recess interventions, such as moveable equipment, physical structures, or painting playground, on motivational and affective-emotional variables. The study investigated the impact of a recess intervention based on…

Research has shown links between emotion regulation strategies and child mental health. However, it is not well known how the characteristics of children may moderate these links. The aim of this study was to explore whether environmental sensitivity--the ability to perceive and process information about the environment--moderates links between…

The current study examines the extent to which associations between internalizing problems, body mass index (BMI), and language skills from early (36 months) to late childhood (fifth grade) are due to relatively stable between-child differences, time-specific correlations, or cross-lagged paths. Data from the NICHD study, Early Child Care and…

Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and…

Studies examining the link between psychological control and peer victimization are limited. The current study extends knowledge of the role of parental psychological control in predicting children's experiences of peer victimization by longitudinally evaluating the moderating role of emotion inhibition. Gender differences in this effect were also…

Self-report data have contributed to a rich understanding of learning and motivation; yet, self-report measures present challenges to researchers studying students' experiences in small-group contexts. Rather than using self-report data alone, we argue that fusing self-report and observational data can yield a broader understanding of students'…

Although research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through a response to intervention framework, researchers know less about cognitive predictors of response to Tier 3 instruction. This study measured 2nd and 3rd graders' performance on 7 cognitive…

This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response…

Students perform better in school to the extent they are able to engage fully, cope adaptively, and bounce back from obstacles and setbacks in their academic work. These three processes, which studies suggest are positively inter-connected, may comprise a self-sustaining system that enables "motivational resilience." Using…

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

Current research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through an RTI-framework. However, less is known about cognitive predictors of responder status at a theoretically more critical point of divergence within the RTI model: Tier 3. Moreover, no…

We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors…

Parental socialization of children's sadness was examined through self-report, spouse report, and a parent-child sadness discussion task. A total of 79 two-parent, predominantly White, middle-class families participated with one child in grades 2-5 (44 sons; M = 9 years, 8 months). Analyses revealed that mothers and fathers respond differently to…