Previous studies have emphasised that play can promote children's learning of mathematics. However, little research has been directed towards understanding how collective imaginary play motivates children's mathematical learning. Informed by the cultural-historical conception of play and motives, this paper examines how Conceptual PlayWorld (CPW)…

Social scientists seeking to inform policy or public action must carefully consider how to identify effects and express inferences because actions based on invalid inferences will not yield the intended results. Recognizing the complexities and uncertainties of social science, we seek to inform inevitable debates about causal inferences by…

Background: Dialogic reading (DR) is an effective shared reading technique based on the prompts-evaluate-expand-repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods: This study included 364…

In this study particular practices in story retelling ware examined, these improved children's comprehension of story structure and enabled them to made comments within and beyond the story. One hundred fifteen (115) kindergarten children composed the treatment and alternative condition. For 8 weeks and for one time per week, 8 well-structured as…

Retention in kindergarten involves holding students back from advancing to the next grade level due to unresolved learning gaps. This practice has been the subject of continuous research as educational experts seek to balance the potential developmental risks of prolonging kindergarten by providing students an additional year to fill their…

The internal validity of observational study is often subject to debate. In this study, we define the counterfactuals as the unobserved sample and intend to quantify its relationship with the null hypothesis statistical testing (NHST). We propose the probability of a robust inference for internal validity, that is, the PIV, as a robustness index…

Grade-level retention is a common educational practice with the goal of improving academic performance, but the evidence of its influence is mixed. This study examines the academic effect of repeating kindergarten, first grade, second grade, or third grade on English Language Arts performance at the end of fourth grade. This study also examines…

This paper presents research-led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom…

Purpose: This study compares responses of children who are deaf and hard of hearing (DHH) who use spoken language with responses of children who have typical hearing on a repeated word association task to evaluate lexical-semantic organization. Method: This study included 109 participants in early kindergarten or who had completed first grade. The…

Purpose: Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This…

A Comprehensive early literacy policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of 3rd grade. The policy also requires 3rd grade students to demonstrate sufficient reading skills for promotion to 4th grade. For students severely below grade level and who do not qualify…

Debates about grade retention weigh the academic benefits of remediation against its social and psychological costs. Louisiana adopted a retention policy aimed at capturing these benefits while mitigating the harm. It used test score thresholds to distinguish between retention in grade 8, promotion to grade 9, and a grade "8.5" where…

A single subject multiple probe design across participants was used to examine the effects of distributing trials in shared stories on listening comprehension and skill acquisition with students with significant cognitive disability (SCD). The results suggest a functional relationship between the independent and each of the dependent variables. In…

This sequential mixed methods study evaluated the impact of the Chicago Parent Program (CPP) in 12 Baltimore Title I PreK programs on parent engagement and student outcomes from kindergarten through 2nd grade. Phase 1 (quasi-experiment; N = 11,996) compared PreK students whose parents enrolled in CPP with those whose parents did not enroll in CPP…

The Civil Rights Data Collection (CRDC) is a biennial survey required by the U.S. Department of Education's Office of Civil Rights since 1968. This survey measures factors that impact education equity and opportunity for students, including student access to courses, programs, resources, instructional and other staff -- and school climate factors.…