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Showing 1 to 15 of 17 results Save | Export
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Renáta Kiss; Katalin Szili; Beno Csapó; Gyöngyvér Molnár – Education and Information Technologies, 2024
The ability to read is fundamental in determining an individual's academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore…
Descriptors: Reading Skills, Skill Development, Intervention, Reading Programs
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Lihui Sun; Junjie Liu – Educational Technology Research and Development, 2024
This study investigated the effects of the single programming approach (plugged-in and unplugged) and the mixed programming approach (plugged-in-first and unplugged-first) on the computational thinking (CT) skills of first-grade students. However, focusing only on the programming learning approach itself is insufficient. Therefore, the influences…
Descriptors: Thinking Skills, Computation, Grade 1, Elementary School Students
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Anna Wright; Anne Martin; Sherri Castle; Deborah A. Phillips; Anna D. Johnson – Early Education and Development, 2025
Research Findings: The current study aimed to explore the independent and interactive roles of individual student-teacher relationship quality and classroom-level self-regulatory supports in kindergarten for children's self-regulatory skills in kindergarten and first grade. We did so using multiple measures of children's self-regulation, drawn…
Descriptors: Teacher Student Relationship, Self Management, Kindergarten, Young Children
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Margaret Adams Crewdson; Robert David Richardson; Kristen Fowler; Christopher H. Skinner; Shelby Wright; David Cihak – School Psychology Review, 2024
While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students' performance of two recently trained social skills…
Descriptors: Elementary School Students, Community Schools, After School Programs, Positive Behavior Supports
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Lina Shanley; Ben Clarke; Derek Kosty; Jessica Turtura; Madison Cook; Marah Sutherland; Keith Smolkowski – Grantee Submission, 2024
Early mathematics achievement sets the stage for a range of important academic and career outcomes. As efforts to improve elementary mathematics instruction have increased, efforts to better understand how students develop mathematics knowledge and why students respond to mathematics instruction have also emerged. Given known correlations between…
Descriptors: Mathematics Skills, Mathematics Achievement, Mathematics Instruction, Skill Development
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Dwi Yulianto; Moh Rizal Umami; Yusup Junaedi; Syahrul Anwar; Egi Adha Juniawan; Tantri Mega Sanjaya – International Journal of Education in Mathematics, Science and Technology, 2025
Despite the increasing integration of technology in early childhood education, empirical research on the effectiveness of Web 2.0-based numeracy learning remains limited, particularly in developing countries. This study investigates the impact of a Web 2.0-based Numeracy Education Program on first-grade students' numeracy skills using a…
Descriptors: Web 2.0 Technologies, Educational Technology, Technology Uses in Education, Computation
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Sascha Couvee; Loes Wauters; Harry Knoors; Ludo Verhoeven; Eliane Segers – Reading and Writing: An Interdisciplinary Journal, 2024
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41…
Descriptors: Predictor Variables, Decoding (Reading), Word Recognition, Deafness
Hailey McAfee-Scimone – ProQuest LLC, 2024
This dissertation describes a project to develop an art-based curriculum to teach young elementary school-age children social and emotional skills in the classroom based on the experiences of experts in the field of elementary education. Social-emotional learning (SEL) focuses on several key concepts including skills in interpersonal…
Descriptors: Social Emotional Learning, Art Activities, Curriculum Development, Elementary School Students
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Mitchell Parker; Jessica Mantei; Lisa Kervin – Australian Journal of Language and Literacy, 2024
Digital technology has long been ubiquitous in many communities within Australia and internationally, thereby requiring suitable digital proficiencies. While a majority of Australian children experience digital literacies as part of their everyday lives, limitations in access disadvantage others. In educational settings, there is a clear need for…
Descriptors: Foreign Countries, National Curriculum, Digital Literacy, Equal Education
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James C. DiPerna; Susan Crandall Hart; Pui-Wa Lei; Tianying Sun; Hui Zhao; Kyle Husmann; Xinyue Li – Journal of Research on Educational Effectiveness, 2024
The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…
Descriptors: Classroom Environment, Social Emotional Learning, Elementary School Students, Grade 1
Theresa Hasenauer – ProQuest LLC, 2024
This mixed-method study examined the balance of narrative and informational text instruction in alignment with Common Core State Standards (CCSS), and teachers' professional learning opportunities in elementary classrooms. Surveys were sent to teachers in one midwestern state, and audio recordings of literacy instruction were collected in one…
Descriptors: Common Core State Standards, Alignment (Education), Faculty Development, Elementary Education
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Bjarte Furnes; Åsa Elwér; Stefan Samuelsson; Rebecca Treiman; Richard K. Olson – Reading and Writing: An Interdisciplinary Journal, 2024
We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489) followed across four time points: end of kindergarten, grades 1, 2, and 4. Cross-lagged path models revealed that reading and spelling showed moderate to strong autoregressive effects, with reading…
Descriptors: Longitudinal Studies, Correlation, Reading Processes, Word Recognition
Marie Hamsa Murad – ProQuest LLC, 2024
School districts continue to strive to enhance students' academic achievement. Various studies and literature highlight the significance of the role of non- academic subjects, which in Ontario, Canada, are referred to as learning skills. Teachers in Ontario are mandated to report on six learning skills three times in a school year within their…
Descriptors: Academic Achievement, Success, Skill Development, Foreign Countries
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Lihui Sun; Zhen Guo; Danhua Zhou – Interactive Learning Environments, 2024
Coding ability has become an essential digital skill for young children. The graphical programming environment is valuable carrier for cultivating children's coding ability. The purpose of this study is to develop a coding ability test for children, to conduct a graphic coding intervention, and to further explore the impact of multiple factors on…
Descriptors: Programming, Skill Development, Intervention, Student Experience
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Bronwyn Reid O'Connor – Mathematics Education Research Journal, 2024
A 7-month mathematics proficiency program was conducted in a primary Australian Indigenous community school. This paper focuses on outlining the specific methodologies employed to explore how students' mathematical proficiency changed throughout the implementation of the program in Years 2 to 4 (~ 7 to 9 years old). A mixed methods research design…
Descriptors: Foreign Countries, Indigenous Populations, Mathematics Skills, Mathematics Education
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