Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Information Analyses | 1 |
Education Level
| Early Childhood Education | 3 |
| Elementary Education | 3 |
| Kindergarten | 3 |
| Primary Education | 3 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
| Head Start | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Parenting Stress Index | 1 |
| Strengths and Difficulties… | 1 |
| Test of Word Reading… | 1 |
| Wechsler Preschool and… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGray, Sarah Anne; Dueck, Katherine; Rogers, Maria; Tannock, Rosemary – Educational Research, 2017
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex. Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples…
Descriptors: Qualitative Research, Academic Achievement, Attention Deficit Hyperactivity Disorder, Meta Analysis
Plourde, Vickie; Boivin, Michel; Forget-Dubois, Nadine; Brendgen, Mara; Vitaro, Frank; Marino, Cecilia; Tremblay, Richard T.; Dionne, Ginette – Journal of Child Psychology and Psychiatry, 2015
Background: The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and…
Descriptors: Genetics, Correlation, Attention Deficit Hyperactivity Disorder, Kindergarten
Download full textKaren L. Bierman; Meghan E. McDoniel; John E. Loughlin-Presnal – Grantee Submission, 2019
Preschool parent interventions may produce downstream benefits if initial intervention gains are sustained and improve later socialization experiences. This study explored associations between initial effects of the REDI (Research-based Developmentally Informed) Parent program and later benefits. A randomized trial involving 200 Head Start…
Descriptors: Preschool Children, Intervention, Educational Benefits, Socialization
