The purpose of this quantitative pre-experimental research was to examine if, or to what extent, post-test scores were higher than pre-test scores in math and reading among elementary students in the Pacific Northwestern United States after participation in a mindfulness-based intervention (MBI). The Collaborative for Academic, Social, and…

Despite substantial cross-national interest in remedial programming as a way to support low-achieving students, evidence of its effectiveness is rare, particularly in low-income and/or crisis-affected contexts. In this article, we present experimental evidence of the impact of a remedial tutoring program on academic outcomes from a two-level…

The purpose of this pilot study was to evaluate the preliminary effects of a curriculum resource on elementary school children's social and emotional skills. In total, 98 Grade 3 children were randomly allocated to either a control or experimental group and evaluated before and after a 3-month implementation period. Experimental group showed…

Mental health, social-emotional disparity, and the woes of not self-regulating or controlling one's mental well-being are significant factors that educational institutions are fighting to manage daily. What common thread can be used to stitch or heal the emptiness that so many urban elementary school students experience on a given day? This…

The researchers examined the effectiveness of a mindfulness-based attention group with elementary school students struggling with attention problems. The results revealed that students in the intervention group were more likely to improve their on-task behavior and decrease their attention problems during the group compared to students in the…

Students living in poverty are now the majority of the K-12 student population in the United States. Growing up in poverty results in lower self-regulation, executive function, and readiness to learn. Researchers suggest that mindfulness practices, such as yoga, can enhance student self-regulation and executive function, thereby increasing student…

Learners in South Africa lag behind in literacy and numeracy skills relative to their peers in other countries. This is ascribed to a lack of quality education in the preschool and Foundation Phases of schooling, and conditions related to poverty. The Basic Concepts Mediated Learning Programme (BCMLP) aims to promote the conceptual development of…

Background: Despite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both…

Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…

This study investigated the effectiveness of "Math Explorer" at enhancing the word problem-solving skills of students with mathematics difficulties (MD). The study, which had a multiple-probe-across-subjects design, was conducted over 18 weeks. Four students with MD in Grades 2 and 3 participated. All students were able to use the four-step…

The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the…

The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was…

In a 2-year longitudinal study, 66 children were assessed in Grades 3 and 4 with a within-method-and-time design on metacognition (including the computerized Evaluation and Prediction Assessment [EPA2000]) and mathematics. Moreover, half of the children were trained in Grade 3 in the metacognitive skill of predicting their abilities in solving…

This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups,…

This paper is based on information researched and presented in a faculty development seminar for elementary teachers for use with students preparing for national testing to manage stress and increase attention focus. It reviews effects of stress on behavior, mood, and concentration; explains basics of breath work and meditation; provides…