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The Relationship between Linguistic Skills and Arithmetic Knowledge
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Vukovic, Rose K.; Lesaux, Nonie K. – Learning and Individual Differences, 2013
Although language is implicated in children's mathematical development, few studies have focused specifically on how different linguistic skills relate to children's mathematical performance. Building on the model proposed by LeFevre et al. (2010), this study examined how general verbal ability and phonological skills were differentially related…
Descriptors: Arithmetic, Mathematics Achievement, Language Skills, Grade 3
Curriculum-Based Measurement Yearly Growth Rates: An Examination of English Language Learners and Native English Speakers
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Keller-Margulis, Milena A.; Clemens, Nathan H.; Im, Myung Hee; Kwok, Oi-man; Booth, Carol – Learning and Individual Differences, 2012
The use of curriculum-based measurement (CBM) is supported by several decades of research regarding their technical adequacy, practical utility, and use with diverse populations. Questions remain regarding the measurement of growth using tri-annual reading CBM (R-CBM) assessment. Existing research on annual rates of growth is inconclusive with…
Descriptors: English (Second Language), Second Language Learning, Bilingualism, Curriculum Based Assessment
The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance
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Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J. – Learning and Individual Differences, 2013
It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…
Descriptors: Mathematics Anxiety, Mathematics Achievement, Competence, Self Concept
Developments in Motivation and Achievement during Primary School: A Longitudinal Study on Group-Specific Differences
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Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique – Learning and Individual Differences, 2013
To gain insight in developmental trajectories of motivation during upper primary school, the present study focused on how different aspects of students' motivation, i.e., task-orientation, self-efficacy, and school investment develop from grade three to six of primary school and how these developments differ for boys and girls, and students with…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
The Importance of Number Sense to Mathematics Achievement in First and Third Grades
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Jordan, Nancy C.; Glutting, Joseph; Ramineni, Chaitanya – Learning and Individual Differences, 2010
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial,…
Descriptors: Mathematics Achievement, Grade 1, Arithmetic, Mathematics Instruction
Differential Contribution of Specific Working Memory Components to Mathematics Achievement in 2nd and 3rd Graders
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Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3