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Direct linkJohanne Belmon; Magali Noyer-Martin; Sandra Jhean-Larose – Journal of Educational Research, 2024
Phonological awareness is recognized as a precursor to reading success. Choosing material to assess children's phonological awareness is a major challenge. The literature highlights factors that can influence children's phonological skills, such as the frequency of words, their lexical status, and their linguistic parameters. To date, no study has…
Descriptors: Phonological Awareness, Emotional Response, Executive Function, Cognitive Ability
Alison Demangeon; Stéphanie Claudel-Valentin; Youssef Tazouti – Early Years: An International Journal of Research and Development, 2025
The purpose of this study is to observe the relationship between the partial or total use of Montessori education (ME) and academic (literacy, numeracy) and developmental (executive functions) outcomes in 105 French Kindergartners (children in preschool's final year, [M = 5.53 years, SD = 0.29]). We conducted a quasi-experimental study comparing…
Descriptors: Foreign Countries, Kindergarten, Early Childhood Education, Preschool Children
Download full textValentine Muriira; Venoth Nallisamy; Shem Mwalw’a; Henry Kamundi – Educational Process: International Journal, 2025
Background/purpose: Neurodiversity, including ASD, ADHD, and dyslexia, has a powerful impact on the learning processes and interaction with education. As fairness issues are growing in technology-enhanced learning (TEL), it is high time to trace research trends and critical contributors, as well as release new themes in this area. This paper…
Descriptors: Neurodevelopmental Disorders, Students with Disabilities, Equal Education, Technology Uses in Education
