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Direct linkJohnson, Anna D.; Markowitz, Anna J.; Hill, Carolyn J.; Phillips, Deborah A. – Developmental Psychology, 2016
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The…
Descriptors: Preschool Education, Public Schools, Child Development, Cognitive Development
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Download full textFuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics
Calderón-Tena, Carlos O. – Educational Psychology in Practice, 2016
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that…
Descriptors: Mathematics Education, Mathematics Skills, Cognitive Processes, Elementary School Students
Witmer, Sara E.; Cook, Elizabeth; Schmitt, Heather; Clinton, Marianne – Learning Disabilities: A Contemporary Journal, 2015
The read-aloud accommodation (RA) is frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing. Empirical support for this accommodation has been somewhat mixed, and has primarily focused on…
Descriptors: Academic Accommodations (Disabilities), Reading Aloud to Others, Disabilities, Instructional Effectiveness
