This longitudinal study considers the contributions of language awareness to children's learning to read and spell. The aim of the study was to examine whether the connection between phonemic awareness and literacy in Greek is constant over time even when appropriate controls are taken into account. I examined this hypothesis with Greek Cypriot…

The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more…

The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it…

This article reconsiders the association between childhood arts participation and cognitive and developmental outcomes. Using data from a large, nationally representative sample with extensive covariates, we employ propensity score weighting to adjust comparisons of children who do and do not participate in arts education (music and performing…

Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in…

Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an…

Genetic liability to autism spectrum disorder (ASD) can be expressed in unaffected relatives through subclinical, genetically meaningful traits, or endophenotypes. This study aimed to identify developmental endophenotypes in parents of individuals with ASD by examining parents' childhood academic development over the school-age period. A cohort of…

The study investigated long-term relations between moral emotion attributions in childhood and adolescence and antisocial conduct in early adulthood while taking into account potentially confounding personality factors. Specifically, onset of prediction, unique and indirect effects of moral emotion attributions were examined. In a longitudinal…

The purpose of the present study was to reveal the developmental pathway from third grade cognitive competencies to sixth grade conceptual and procedural fraction knowledge through the intervening whole numerical skills at fifth grade. The study used empirical data that come from 536 students in nine schools across two Delaware public school…

Background: The primary objective of the current study was to examine the childhood predictors of adolescent reading comprehension in velo-cardio-facial syndrome (VCFS). Although much research has focused on mathematics skills among individuals with VCFS, no studies have examined predictors of reading comprehension. Methods: 69 late adolescents…

The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of…

Problem Statement: Utilization of shared reading practice in hearing impaired children's literacy instruction may yield quite beneficial. However an investigation of Turkish literature revealed no studies regarding application of shared reading within elementary settings for hearing or hearing-impaired children. Furthermore international…

When children start to learn to read English, they benefit from learning grapheme-phoneme correspondences. As they become more skilled, they use larger graphophonic units and morphemes in word recognition and spelling. We hypothesized that these 2 types of units in decoding make independent contributions to children's reading comprehension and…