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Marah Sutherland; Derek B. Kosty; Taylor Lesner; Joanna Hermida; Keith Smolkowski; Christian T. Doabler; Ben Clarke – Grantee Submission, 2024
The effectiveness of Tier 2 interventions may depend on the variability of student skills within an intervention group. We investigated the effect of initial variability within intervention groups using data from a large-scale study of ROOTS, a Tier 2 kindergarten mathematics intervention. Our research questions were as follows: Does mathematics…
Descriptors: Mathematics Instruction, Program Effectiveness, Kindergarten, Young Children
Marah Sutherland; Derek Kosty; Taylor Lesner; Joanna Hermida; Keith Smolkowski; Christian T. Doabler; Ben Clarke – Exceptional Children, 2024
The effectiveness of Tier 2 interventions may depend on the variability of student skills within an intervention group. We investigated the effect of pretest variability within intervention groups using data from a large-scale study of ROOTS, a Tier 2 kindergarten mathematics intervention. Our research questions were as follows: Does mathematics…
Descriptors: Mathematics Instruction, Program Effectiveness, Kindergarten, Young Children
Özcan, Özge; Erol, Ahmet; Ivrendi, Asiye – International Journal of Contemporary Educational Research, 2023
The present study examined the relationship between children's behavioral self-regulation (BSR) skills and the teacher-child relationship (TCR). Furthermore, this study investigated the contribution of TCR, child age, family monthly income, and child gender on children's BSR assessed by the Revised Head-Toes-Knees-Shoulders. Participants consisted…
Descriptors: Self Management, Student Behavior, Teacher Student Relationship, Predictor Variables
Devlin, Brianna L.; Hornburg, Caroline Byrd; McNeil, Nicole M. – Developmental Psychology, 2023
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States (M[subscript age] = 6 years, 2 months…
Descriptors: Kindergarten, Grade 2, Elementary School Students, Predictor Variables
Anna D. Johnson; Anne Partika; Anne Martin; Ian Lyons; Sherri Castle; Deborah A. Phillips; The Tulsa SEED Study Team – AERA Open, 2024
Public preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between preschool attendance and an array of repeatedly measured, directly assessed language and math…
Descriptors: Public Education, Preschool Education, Outcomes of Education, Predictor Variables
Campbell, Janine Anne; Idsøe, E.; Størksen, I. – Scandinavian Journal of Educational Research, 2023
Low cost, non-invasive instruments for the identification of high academic potential in early childhood education and care are scarce, and the complexity of cognitive development indicates that combinations of screening instruments are needed. This study investigates the reliability and validity of three instruments (individually and in…
Descriptors: Screening Tests, Academic Achievement, Test Validity, Academic Ability
Olsen, Amanda A.; Huang, Francis L. – Journal of Literacy Research, 2022
Student-teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement…
Descriptors: Teacher Student Relationship, Socioeconomic Status, Reading Achievement, Predictor Variables
Olsen, Amanda A.; Huang, Francis L. – School Psychology, 2021
The importance of math achievement in the early grades has been well documented. Two variables that have independently been found to be strong predictors of math achievement are student-teacher relationships (STR) and socioeconomic status (SES). The present study investigates the interaction between STR and SES on student math achievement using…
Descriptors: Socioeconomic Status, Mathematics Achievement, Teacher Student Relationship, Correlation
Lau, Nathan T. T.; Merkley, Rebecca; Tremblay, Paul; Zhang, Samuel; De Jesus, Stefanie; Ansari, Daniel – Developmental Psychology, 2021
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math…
Descriptors: Kindergarten, Symbols (Mathematics), Mathematics Instruction, Predictor Variables
Emily Barnes; Neasa Ní Chiaráin; Ailbhe Ní Chasaide – International Journal of Bilingual Education and Bilingualism, 2024
The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n = 125) year of schooling in Ireland and were drawn from both native speaker and new speaker backgrounds. The constructs of phonemic awareness, verbal…
Descriptors: Irish, English, Bilingual Education, Grade 2
Devlin, Brianna; Jordan, Nancy; Klein, Alice – Grantee Submission, 2021
This study investigated the relative importance of three subdomains of early number competence (number, number relations, and number operations) in predicting later mathematics achievement in cross-sequential samples of pre-K, kindergarten (K), and first graders (N=150 at each grade). OLS-regression analyses showed that each subdomain predicted…
Descriptors: Mathematics Achievement, Predictor Variables, Preschool Children, Kindergarten
Paul L. Morgan; George Farkas; Adrienne D. Woods; Yangyang Wang; Marianne M. Hillemeier; Yoonkyung Oh – School Mental Health, 2023
We analyzed a population-representative cohort (N = 13,611; M[subscript age] at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims during third to fifth grade. We did so by estimating a block recursive structural equation model…
Descriptors: Bullying, Victims, Elementary School Students, Kindergarten
Singh, Malkeet; Dunn, Hugh H. – AERA Online Paper Repository, 2020
This paper will demonstrate how we used state-level longitudinal data to model reading growth trajectories. Using data from large scale assessments that were vertically linked across grades in Hawaii, we utilized a multilevel regression framework to develop growth models to study students' reading performance trajectories during their elementary…
Descriptors: Reading Achievement, Elementary School Students, Student Characteristics, Models
Platas, Linda M.; Perry, Lindsey; Piper, Benjamin; Sitabkhan, Yasmin; Ketterlin-Geller, Leanne – Research in Comparative and International Education, 2022
Using a longitudinal data set, this paper examines to what extent school-entry (N = 553; mean age 6.32 years) early mathematics and literacy skills predict students' later achievement in a lower-middle-income country, Kenya. Controlling for socioeconomic status, intervention status, rural versus urban settings and parental literacy, the findings…
Descriptors: Foreign Countries, Predictor Variables, Reading Achievement, Mathematics Achievement
Anna Shapiro – Exceptional Children, 2023
There is growing evidence that school starting age impacts children's likelihood of receiving special education services, but less is known about variations in this effect. Using a regression discontinuity design, I found that the youngest students in a kindergarten cohort are 40% more likely (p < 0.001) to be placed in special education than…
Descriptors: Clinical Diagnosis, School Entrance Age, Special Education, Age Differences