A search for music research in inclusive music school settings (1975-2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with…

The purpose of this brief is to provide information to state, district, and school personnel seeking support to determine whether their students are on a path to postsecondary success. The College and Career Readiness and Success Center (CCRS Center) has received technical assistance requests from a number of states regarding factors that predict…

Two unique measures of morphological awareness were orally administered to kindergarten and 2nd-grade Hong Kong Chinese children. Both tasks of morphological awareness predicted unique variance in Chinese character recognition in these children, after controlling for age, phonological awareness, speeded naming, speed of processing, and vocabulary.…

Examines the degree to which children's achievement-related beliefs could be predicted from their friends' beliefs. Friends showed consistent, albeit modest similarities with regards to their self-perception of competence, academic standards, and importance of meeting standards, and preference for challenge. Friends appeared influential with…

Investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. PA was most strongly related to reading in the first two years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading…

Examines children's social and academic competencies as mediators to explain the often positive relation between parent-school involvement and achievement. Ethnic variation was examined. For African Americans, academic skills mediated the relations between school involvement and math performance. For Euro-Americans, social competence mediated the…

A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…

Evaluates 64 children and their primary caregivers who are living in poverty. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self-esteem. According to the mediating model, enhancing children's social…

Reports a cross-sectional investigation of the link between community violence exposure and academic difficulties for 237 urban elementary school children. Analyses indicated that community violence exposure was associated with poor academic performance. These relations appear to be mediated by symptoms of depression and disruptive behavior.…

Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

Explores the effects of different rates of classroom participation on the peer ratings of three student groups: students with learning disabilities; low-achieving nondisabled students; and average- and high-achieving students. Results suggested that, as the rate of classroom participation decreased, ratings tended to diverge increasingly from…

Tests a model that posited that three diverse sets of academic outcomes for children were uniquely determined by psychological, family, and peer factors. Results reveal that early verbal skills are unique predictors of academic outcomes, and that the relative importance of psychological and peer factors depends on the kind of academic outcome of…

Study examines whether children's achievement strategies predict their improvement in reading and mathematical skills during the first school year, or whether the skills predict the change in their achievement strategies. Results indicate that task-avoidant behaviors decreased subsequent improvement in reading skills, and that a low level of…

This study investigated whether there were significant differences in the acquisition of oral language and reading skills among limited-English-speaking, Hispanic elementary school students receiving instruction through three different bilingual reading approaches, and what other variables might be important. The three reading approaches were: (1)…

This paper reviews both the content and the methodological issues involved in the small but growing number of empirical studies on the use of Direct Instruction programs and teaching procedures with special populations. The research reviewed includes experimental and quasi-experimental work, summative evaluations of entire programs, and…