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Peer reviewedChapman, James W.; Tunmer, William E.; Prochnow, Jane E. – Journal of Educational Psychology, 2000
Examines relations between academic self-concept (ASC) and measures of reading-related performance and self-concept in 60 beginning school children who were assessed as having positive, negative, or typical ASCs. Data reveals that children with negative ASCs performed poorly on reading-related tasks and reported more negative reading self-concepts…
Descriptors: Academic Achievement, Beginning Reading, Foreign Countries, Longitudinal Studies
Peer reviewedSinatra, Gale M.; Royer, James M. – Journal of Educational Psychology, 1993
Differences in component processing skills of students of different ages and developmental changes over 1 year were studied for 96 students in grades 2 through 4 and 59 of them in a follow-up. Results trace the development of component processing skills and suggest a theory of the development of component skills. (SLD)
Descriptors: Age Differences, Child Development, Cognitive Development, Cognitive Processes
Peer reviewedBlote, Anke W.; Van der Burg, Eeke; Klein, Anton S. – Journal of Educational Psychology, 2001
Examined effects of conceptually based instruction on development of students' procedural flexibility. Students in primary schools in the Netherlands participated in one of two instruction programs: the Realistic Program Design (RPD) or the Gradual Program Design (GPD). In both programs, conceptual understanding preceded procedural skill. However,…
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Elementary Education, Foreign Countries
