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Braithwaite, David W.; Tian, Jing; Siegler, Robert S. – Developmental Science, 2018
Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, 2017) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments examining…
Descriptors: Fractions, Addition, Arithmetic, Hypothesis Testing
Braithwaite, David W.; Tian, Jing; Siegler, Robert S. – Grantee Submission, 2018
Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, in press) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments…
Descriptors: Fractions, Addition, Arithmetic, Mathematics
Adlof, Suzanne; Frishkoff, Gwen; Dandy, Jennifer; Perfetti, Charles – Grantee Submission, 2016
Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, a.k.a. "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However,…
Descriptors: Semantics, Familiarity, Adults, Children
Llewellyn, Nicole; Rudolph, Karen D. – Developmental Psychology, 2014
Peer victimization is a known risk factor for various forms of maladjustment; however, the specific type of maladjustment may depend on individual differences in youth. This 2-wave longitudinal study examined the hypothesis that social approach-avoidance motivation, together with sex, would moderate the contribution of 3rd-grade victimization to…
Descriptors: Bullying, Victims, Peer Relationship, Gender Differences
de Jong, Peter F. – Scientific Studies of Reading, 2011
Serial rapid automized naming (RAN) has been often found to correlate more strongly with reading than discrete RAN. This study aimed to demonstrate that the strength of the RAN-reading fluency relationship is dependent on the format of both RAN and the reading task if the reading task consists of sight words. Seventy-one first-grade, 74…
Descriptors: Reading Difficulties, Reading Fluency, Sight Vocabulary, Reading
Fowler, Anne E.; Swainson, Brook – Annals of Dyslexia, 2004
The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth…
Descriptors: Hypothesis Testing, Grade 1, Grade 4, Reading Skills

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