This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary-aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of…

This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary-aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of…

This study examines the intricate relationships between home language use, oral language skills (phonological awareness, morphological awareness, and receptive vocabulary), and literacy skills (word reading and spelling) in English and Chinese among young bilinguals. The sample includes 249 first-grade and 263 third-grade bilingual students in…

Propensity score matching was used to compare third-grade test scores in English language arts, mathematics, science, and social studies for children who had and had not participated in Georgia's Pre-K 4 years earlier. After matching, each group included 46,262 children (mean age 8.36 years in third grade). In all subject areas, children who had…

An experiment compared the impact of more and less semantically connected sentence contexts on vocabulary learning. Third graders (N = 40) were taught the definitions and meanings of six unfamiliar verbs: "anticipate," "attain," "devise," "restrain," "wield," and "persist." The verbs were…

Many risk factors have been identified for children entering Kindergarten. Many at-risk children eventually get classified as having a Specific Learning disability. Some of these risk factors include having a primary home language other than English (Hosp & Reschly, 2004), having non-intact families (Pong, 1997), being of minority status…

Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each…

Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as…