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Direct linkLynn S. Fuchs; Douglas Fuchs; Eunsoo Cho; Marcia A. Barnes; Tuire Koponen; Daniel R. Espinas – Journal of Learning Disabilities, 2025
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes…
Descriptors: Reading Skills, Mathematics Skills, Comorbidity, Reading Difficulties
Download full textGearing, Nicole V.; Hart, Lynn C. – European Journal of STEM Education, 2019
Communicating their thinking in mathematics is challenging for young children. This research studied the change in six-year old students' oral and written solution explanations before and after six problem-based mathematics lessons that focused on developing conceptual understanding of adding or subtracting a 2-digit number and a multiple of ten.…
Descriptors: Mathematics Instruction, Mathematical Logic, Problem Solving, Grade 1
Chen, Yi-Jui Iva; Wilson, Mark; Irey, Robin C.; Requa, Mary K. – Language Testing, 2020
Orthographic processing -- the ability to perceive, access, differentiate, and manipulate orthographic knowledge -- is essential when learning to recognize words. Despite its critical importance in literacy acquisition, the field lacks a tool to assess this essential cognitive ability. The goal of this study was to design a computer-based…
Descriptors: Orthographic Symbols, Spelling, Word Recognition, Reading Skills
Kim, Young-Suk; Phillips, Beth – Grantee Submission, 2014
In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from…
Descriptors: Listening Comprehension, Oral Language, Inhibition, Theory of Mind
Kim, Young-Suk; Phillips, Beth – Reading Research Quarterly, 2014
In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from…
Descriptors: Listening Comprehension, Oral Language, Inhibition, Theory of Mind
Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
