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Direct linkBouchey, Heather A.; Shoulberg, Erin K.; Jodl, Kathleen M.; Eccles, Jacquelynne S. – Journal of Educational Psychology, 2010
This study investigated prospective relations between older siblings' support and academic engagement and younger siblings' academic adjustment from 7th to post-8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender…
Descriptors: Siblings, Early Adolescents, Academic Achievement, Student Adjustment
Patricia F. Vadasy; Elizabeth A. Sanders – Journal of Educational Psychology, 2010
This study tested the efficacy of supplemental phonics instruction for 84 low-skilled language minority (LM) kindergarteners and 64 non-LM kindergarteners at 10 urban public schools. Paraeducators were trained to provide the 18-week (January-May) intervention. Students performing in the bottom half of their classroom language group (LM and non-LM)…
Descriptors: Language Minorities, Spelling, Reading Fluency, Phonics
Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E. – Journal of Educational Psychology, 2010
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head…
Descriptors: School Readiness, Low Income Groups, Preschool Education, Reading Achievement
Are SSATs and GPA Enough? A Theory-Based Approach to Predicting Academic Success in Secondary School
Grigorenko, Elena L.; Jarvin, Linda; Diffley, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J. – Journal of Educational Psychology, 2009
Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for…
Descriptors: Private Schools, College Preparation, Residential Schools, Academic Achievement
Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bryant, Joan D. – Journal of Educational Psychology, 2006
Response to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This study examined 2 questions concerning the use of 1st-grade data to predict future RD: (1) Does adding initial word identification fluency (WIF) and 5…
Descriptors: High Risk Students, Grade 1, Early Intervention, Longitudinal Studies
Peer reviewedRothstein, Mitchell G.; And Others – Journal of Educational Psychology, 1994
A cross-validation study is reported in which personality and cognitive ability variables were evaluated as predictors of 2 separate performance criteria for 450 Master of Business Administration students. Personality variables are found to be related to academic success when characteristic modes of behavior play a role in academic performance.…
Descriptors: Academic Achievement, Behavior Patterns, Business Administration, Cognitive Ability
