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Fangyan Chen; Yabo Ge; Yiwen Zhang; Sheng Song; Wenjun Xu – Psychology in the Schools, 2025
The field of education has long emphasized the importance of kindergarten teachers perceiving and understanding students' thoughts and feelings and expressing concern, commonly referred to as teacher empathy. However, little work has focused on the "cost of caring," such as compassion fatigue, particularly among kindergarten teachers,…
Descriptors: Teacher Attitudes, Cognitive Processes, Empathy, Altruism
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Alfredo Bautista; Kate E. Williams; Kerry Lee; Siu-Ping Ng – Journal of Early Childhood Teacher Education, 2024
Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role to play in stimulating growth in early self-regulation, less is known about their knowledge and practices in this area. This interview study was…
Descriptors: Preschool Teachers, Kindergarten, Teacher Attitudes, Self Control
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Piehler, Timothy F.; Zhang, Jingchen; Bloomquist, Michael L.; August, Gerald J. – Prevention Science, 2022
Current evidence-based prevention programming targeting child externalizing problems demonstrates modest overall effect sizes and is largely ineffective for a sizable proportion of youth who participate. However, our understanding of the youth and family characteristics associated with response to specific programming is quite limited. The current…
Descriptors: Kindergarten, Young Children, Aggression, At Risk Persons
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Sharma, Shreela V.; Kelder, Steven; Yamal, Jose-Miguel; Chuang, Ru-Jye; Byrd-Williams, Courtney; Bona, Gisela; Bajaj, Nimit; Brito, Frances; Neumann, Ana S. – Journal of School Health, 2022
Background: We present results of the development and feasibility testing of CATCH Healthy Smiles, a school-based oral health program, among children in grades K-2 in Houston, Texas. Methods: Study design was cross-sectional (N = 2 schools; N = 125 parent-child dyads; 31 kindergarteners, 42 first graders, and 52 second graders). CATCH Healthy…
Descriptors: Program Development, Feasibility Studies, Dentistry, Health Programs
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Daniel, Johny; Vaughn, Sharon; Roberts, Gregory; Grills, Amie – Journal of Learning Disabilities, 2022
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students' baseline word reading…
Descriptors: Reading Difficulties, Reading Skills, Intervention, Grade 3
Jessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
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Schluter, Philip J.; Audas, Richard; Kokaua, Jesse; McNeill, Brigid; Taylor, Barry; Milne, Barry; Gillon, Gail – Child Development, 2020
Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011-2014/2015, demographic and health variables from 255,090 children aged 4 years were…
Descriptors: Preschool Children, Child Development, Emergent Literacy, Intervention
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Tuire Koponen; Tuija Aro; Markku Leskinen; Pilvi Peura; Helena Viholainen; Mikko Aro – Journal of Experimental Education, 2024
We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools…
Descriptors: Arithmetic, Thinking Skills, Intervention, Beliefs
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Esmaeeli, Zahra; Kyle, Fiona E.; Lundetrae, Kjersti – Reading and Writing: An Interdisciplinary Journal, 2019
It is well established that emergent literacy is a strong predictor of later reading difficulties, and that the "home literacy environment" plays an important role in the development of children's preschool emergent literacy and oral language. Furthermore, reading difficulties runs in families and children with a family risk of reading…
Descriptors: Elementary School Students, Grade 2, Reading Difficulties, Emergent Literacy
Marah Sutherland; Taylor Lesner; Derek Kosty; Cayla Lussier; Keith Smolkowski; Jessica Turtura; Christian T. Doabler; Ben Clarke – Grantee Submission, 2022
High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multi-tiered systems of support (MTSS) models (Gersten et al., 2009). However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness (Hill et al.,…
Descriptors: Multi Tiered Systems of Support, Mathematics Instruction, Intervention, Fidelity
Mallory Wolfe Turner – ProQuest LLC, 2021
Introduction: North Carolina (NC) has widespread Black-White/Hispanic racial disparities in exclusionary discipline (punishment removing children from normal learning environments), with disparities varying substantially by school district. Exclusionary discipline is an added risk factor for numerous negative academic and social outcomes. This…
Descriptors: Preschool Education, Kindergarten, African American Students, Hispanic American Students
Lindsey Peters-Sanders; Houston Sanders; Howard Goldstein; Kandethody Ramachandran – Grantee Submission, 2023
Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the…
Descriptors: Grade 1, Grade 3, Elementary School Students, Vocabulary Development
Richard E. Mattison; Adrienne D. Woods; Paul L. Morgan; George Farkas; Marianne M. Hillemeier – Journal of Learning Disabilities, 2023
We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…
Descriptors: Students with Disabilities, Learning Disabilities, Reading Achievement, Mathematics Achievement
Lindsey Peters-Sanders; Houston Sanders; Howard Goldstein; Kandethody Ramachandran – Journal of Speech, Language, and Hearing Research, 2023
Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the…
Descriptors: Prediction, Grade 1, Grade 3, Elementary School Students
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Van Norman, Ethan R.; Nelson, Peter M. – Journal of Applied School Psychology, 2021
Educators and researchers measure student improvement in words read correct per minute (WRCM) to evaluate student response to reading interventions. The utility of evaluating improvement in WRCM via curriculum-based measures to make instructional decisions is based upon the assumption that growth in WRCM is predictive of performance on meaningful…
Descriptors: Reading Fluency, Reading Rate, Reading Improvement, Reading Tests
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