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How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children with Reading Disabilities
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Siegelman, Noam; Rueckl, Jay G.; van den Bunt, Mark; Frijters, Jan C.; Zevin, Jason D.; Lovett, Maureen W.; Seidenberg, Mark S.; Pugh, Kenneth R.; Morris, Robin D. – Journal of Educational Psychology, 2022
There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in…
Descriptors: Grade 3, Grade 4, Achievement Gains, Reading Difficulties
Relational Reasoning's Contributions to Mathematical Thinking and Performance in Chinese Elementary and Middle-School Students
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Zhao, Hongyang; Alexander, Patricia A.; Sun, Yuting – Journal of Educational Psychology, 2021
The overarching goal of this 2-phase study was to investigate the contributions of relational reasoning to mathematical thinking and performance for 790 primary and middle-school Chinese students. Phase I of the study was undertaken to establish the reliability and validity of the Test of Relational Reasoning-Junior (TORRjr), a 32-item measure…
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Mathematical Logic
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach
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Rittle-Johnson, Bethany; Matthews, Percival G.; Taylor, Roger S.; McEldoon, Katherine L. – Journal of Educational Psychology, 2011
Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N = 175)…
Descriptors: Middle School Students, Knowledge Level, Mathematics Skills, Mathematical Concepts
Reading Motivation: Multidimensional and Indeterminate
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Watkins, Marley W.; Coffey, Debra Young – Journal of Educational Psychology, 2004
The Motivations for Reading Questionnaire (MRQ) contains 54 items that are posited to tap 11 dimensions of reading motivation. The structural validity of the MRQ was investigated with 2 samples: (a) 328 students in Grades 3-5 from 2 suburban mid-Atlantic elementary schools and (b) 735 students in Grades 3-5 in 2 suburban southwestern elementary…
Descriptors: Elementary School Students, Elementary Education, Reading Motivation, Questionnaires