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Young-Suk Grace Kim – Reading Research Quarterly, 2025
We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain-general cognitions/executive functions (working memory and attentional control) to writing quality for English-Spanish emergent bilingual children in Grade 1. Data were from a…
Descriptors: Writing Skills, English (Second Language), Spanish, Language Skills
Young-Suk Grace Kim – Scientific Studies of Reading, 2023
Purpose: A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading -- are related. Grounded on the direct and indirect effects model of reading, we examined the extent to which the relation is explained by domain-general cognitions or…
Descriptors: Executive Function, Morphology (Languages), Reading Comprehension, Listening Comprehension
Kim, Young-Suk Grace – Grantee Submission, 2021
We examined the relations of inference, vocabulary, decoding, short-term memory, and attentional control to reading comprehension and mathematics performance for first-grade students in the US (N = 83). The students were composed of 75% Hispanics, 15% Whites, and 6% Asian Americans. Students' performance on mathematics and reading comprehension…
Descriptors: Inferences, Attention Control, Reading Comprehension, Mathematics Skills
Chan, Winnie Wai Lan; Wong, Terry Tin-Yau – Journal of Educational Psychology, 2020
Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover…
Descriptors: Mathematics, Learning Problems, Elementary School Students, Profiles
Kim, Young-Suk Grace – Journal of Learning Disabilities, 2020
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…
Descriptors: Models, Reading Comprehension, Word Recognition, Listening Comprehension
Kim, Young-Suk Grace – Grantee Submission, 2020
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading…
Descriptors: Models, Reading Comprehension, Word Recognition, Listening Comprehension
Lillie Moffett; Frederick J. Morrison – Grantee Submission, 2020
Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…
Descriptors: Self Control, Executive Function, Inhibition, Short Term Memory
Lillie Moffett; Frederick J. Morrison – Journal of Educational Psychology, 2020
Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…
Descriptors: Self Control, Executive Function, Inhibition, Short Term Memory
Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews – Developmental Psychology, 2017
The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…
Descriptors: Executive Function, Attention Control, Student Behavior, Preschool Children
Tvardovskaya, Alla A.; Svinar, Elena V. – International Journal of Environmental and Science Education, 2016
The relevance of the investigated problem is caused by the fact that most children who start to study do not have a good level of higher mental functions. It leads to difficulties at school and health problems. The article aims at estimating the level of higher mental functions and the degree of educational motivation development among…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Thinking Skills
Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Journal of Educational Psychology, 2012
This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…
Descriptors: Reading Difficulties, Second Language Learning, Language Acquisition, Bilingualism
Toll, Sylke W. M.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H. – Journal of Learning Disabilities, 2011
In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children…
Descriptors: Group Membership, Learning Disabilities, Inhibition, Short Term Memory