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Treiman, Rebecca; Hulslander, Jacqueline; Olson, Richard K.; Samuelsson, Stefan; Elwér, Åsa; Furnes, Bjarte; Byrne, Brian – Scientific Studies of Reading, 2023
Purpose: Using data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a child's errors on the kindergarten test help predict later spelling…
Descriptors: Prediction, Spelling, Kindergarten, Foreign Countries
Siegelman, Noam; Rueckl, Jay G.; Lo, Jason Chor Ming; Kearns, Devin M.; Morris, Robin D.; Compton, Donald L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Statistical views of reading highlight the link between proficient literacy and the assimilation of various regularities embedded in writing systems, including those in the mapping between print and meaning. Still, orthographic-semantic (O-S) regularities remain relatively understudied, with open questions regarding 3 issues: (a) how O-S…
Descriptors: Orthographic Symbols, Semantics, Reading Skills, Prediction
McNeil, Nicole M.; Hornburg, Caroline Byrd; Devlin, Brianna L.; Carrazza, Cristina; McKeever, Mary O. – Child Development, 2019
Experts claim that individual differences in children's formal understanding of mathematical equivalence have consequences for mathematics achievement; however, evidence is lacking. A prospective, longitudinal study was conducted with a diverse sample of 112 children from a midsized city in the Midwestern United States (M[subscript age] [second…
Descriptors: Individual Differences, Mathematics Skills, Mathematics Achievement, Longitudinal Studies
McMullen, Jake; Hannula-Sormunen, Minna M.; Lehtinen, Erno – Cognition and Instruction, 2014
While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's tendency of Spontaneous Focusing On quantitative Relations (SFOR), which may help explain individual differences in the development of…
Descriptors: Preschool Children, Individual Differences, Arithmetic, Case Studies
Vukovic, Rose K.; Kieffer, Michael J.; Bailey, Sean P.; Harari, Rachel R. – Contemporary Educational Psychology, 2013
This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of…
Descriptors: Geometric Concepts, Mathematical Applications, Young Children, Grade 2
Smiley, Patricia A.; Coulson, Sheri L.; Greene, Joelle K.; Bono, Katherine L. – Social Development, 2010
Individual differences in emotion, cognitions, and task choice following achievement failure are found among four- to seven-year-olds. However, neither performance deterioration during failure nor generalization after failure--aspects of the helpless pattern in 10-year-olds--have been reliably demonstrated in this age group. In the present study,…
Descriptors: Age, Individual Differences, Grade 2, Self Concept