Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Elementary School Students | 3 |
Grade 3 | 3 |
Grade 4 | 3 |
Correlation | 2 |
Grade 2 | 2 |
Models | 2 |
Adolescents | 1 |
Age Differences | 1 |
Athletes | 1 |
Athletics | 1 |
Causal Models | 1 |
More ▼ |
Source
Child Development | 3 |
Author
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Reports - Evaluative | 1 |
Education Level
Grade 3 | 3 |
Grade 4 | 3 |
Early Childhood Education | 2 |
Elementary Education | 2 |
Grade 2 | 2 |
Intermediate Grades | 2 |
Primary Education | 2 |
Grade 1 | 1 |
Grade 6 | 1 |
Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle – Child Development, 2015
The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…
Descriptors: Child Development, Vocabulary Development, Reading Comprehension, Elementary School Students
Koerber, Susanne; Mayer, Daniela; Osterhaus, Christopher; Schwippert, Knut; Sodian, Beate – Child Development, 2015
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data…
Descriptors: Elementary School Students, Thinking Skills, Parent Background, Educational Attainment
Marsh, Herbert W.; Gerlach, Erin; Trautwein, Ulrich; Ludtke, Oliver; Brettschneider, Wolf-Dietrich – Child Development, 2007
Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N = 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport…
Descriptors: Preadolescents, Adolescents, Grade 6, Grade 4