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Showing all 14 results Save | Export
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Butler, Yuko Goto; Sakurai, Chiho – Language Assessment Quarterly, 2020
One of the challenges of developing assessments for young language learners is the shortage of evidence-based information about such assessments for languages other than English. In light of this situation, this paper discusses the development of an assessment for young languages learners in the context of Japanese as a second language (JSL). In…
Descriptors: Language Tests, Test Construction, Test Validity, Formative Evaluation
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Cockerille, Anna Gratz – Montessori Life: A Publication of the American Montessori Society, 2014
During the 2012-2013 school year, Metropolitan Montessori School, on Manhattan's Upper West Side, a school for 3-to-12-year-olds, adopted a reading workshop approach. This decision resulted from several recognized needs. One need was to provide teachers with a strong, clear framework for literacy instruction, particularly at the emergent reading…
Descriptors: Reading Programs, Workshops, Montessori Method, Elementary School Students
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D'Entremont, Barbara; Seamans, Elizabeth; Boudreau, Elyse – Journal of Cognition and Development, 2012
Seventy-nine 3- and 4-year-old children were tested on gaze-reporting ability and Wellman and Liu's (2004) continuous measure of theory of mind (ToM). Children were better able to report where someone was looking when eye and head direction were provided as a cue compared with when only eye direction cues were provided. With the exception of…
Descriptors: Children, Eye Movements, Measures (Individuals), Theories
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Fisher, Douglas; Frey, Nancy – English Journal, 2008
For several decades, teachers and researchers have argued the value of homework. There have been research reviews suggesting that homework is beneficial, such as the meta-analyses done by Harris Cooper, Jorgianne C. Robinson, and Erika A. Patall. However, critics of homework argue that it is not effective and interrupts family interactions and…
Descriptors: Homework, High School Students, Teaching Methods, Academic Achievement
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Slocum, Lee Ann; Simpson, Sally S.; Hipwell, Alison E.; Loeber, Rolf – Youth & Society, 2011
The article discusses a research instrument developed and utilized by the Pittsburgh Girls Study that asked young girls (ages 7 and 8) and their caretakers to report on the girls' involvement in a variety of problem behaviors. In this article, the authors evaluate whether comprehension, prevalence, and caretaker-child concordance of problem…
Descriptors: Behavior Problems, Females, Drug Abuse, Age Differences
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Hawkey, Kate – Journal of Curriculum Studies, 2007
What lies behind the lack of theorizing about content in history in contrast to much greater attention given to theorizing about children's developing understanding of historical skills and processes? Egan's model of the characteristic ways in which children of different ages engage with the world is used to raise the question of what content to…
Descriptors: Culture, Comprehension, Inferences, Cognitive Processes
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Herrmann, Esther; Tomasello, Michael – Developmental Science, 2006
Chimpanzees ("Pan troglodytes") and bonobos ("Pan paniscus") (Study 1) and 18- and 24-month-old human children (Study 2) participated in a novel communicative task. A human experimenter (E) hid food or a toy in one of two opaque containers before gesturing towards the reward's location in one of two ways. In the Informing condition, she attempted…
Descriptors: Comprehension, Inferences, Object Permanence, Infants
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Stine-Morrow, Elizabeth A. L.; Miller, Lisa M. Soederberg; Hertzog, Christopher – Psychological Bulletin, 2006
An adult developmental model of self-regulated language processing (SRLP) is introduced, in which the allocation policy with which a reader engages text is driven by declines in processing capacity, growth in knowledge-based processes, and age-related shifts in reading goals. Evidence is presented to show that the individual reader's allocation…
Descriptors: Aging (Individuals), Self Management, Language Processing, Models
Aaronson, Doris; Ferres, Steven – Journal of Verbal Learning and Verbal Behavior, 1984
Results of a study indicated that adults reading for retention spent more time focusing on syntactic structure, while those reading for immediate comprehension focused more of their time on semantic content. However, the children (fifth graders) used reading strategies that involved mixtures of both of the adult components. (SL)
Descriptors: Adults, Age Differences, Children, Comparative Analysis
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Wilcox, Kim A.; Aasby, Susan McGuinn – Language, Speech, and Hearing Services in Schools, 1988
The article presents normative data for the Spanish version of the "Test for Auditory Comprehension of Language" using data based on the speech of 60 Mexican children in three age groups from two to nine years. Half the children were low socioeconomic monolingual, and half were high socioeconomic bilingual. (Author/DB)
Descriptors: Age Differences, Auditory Perception, Bilingual Students, Comprehension
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Manabu, Sumida – Science & Education, 2004
This paper describes life-span development of understanding about pendulum motion and effects of school science. The subjects were 2,766 people ranging from kindergartners up to 88 years senior citizens. The conflict and consensus between children and their parent's understanding of pendulum motion were also analyzed. The kindergartner's…
Descriptors: Physics, Motion, Scientific Principles, Science Instruction
Hannafin, Michael J. – Educational Communication and Technology, 1985
Evaluates relevance of existing instructional research on computer-assisted instruction, programed instruction, instructional video, and instructional television to the study of interactive video; describes several assumptions about interactive video use which require validation and study; and proposes a propositional framework to guide the…
Descriptors: Age Differences, Attention, Comprehension, Educational Television
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Cooper, Nancy A. – Journal of Research in Music Education, 1995
Examines the relationship between vocal pitch accuracy and gender, grade level, and the presence or absence of an accompanying unison voice. Reveals no significant differences between unison or individual singing or for gender. Fourth and fifth graders exhibited significant differences. (MJP)
Descriptors: Age Differences, Attention, Auditory Stimuli, Cognitive Processes
Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean – National Institute for Literacy, 2006
The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very…
Descriptors: Literacy Education, Written Language, Oral Language, Caregivers