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Do Spanish-English Bilingual Children Outperform Monolingual English-Speaking Children on Executive Function Tasks in Early Childhood? A Propensity Score Analysis
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Goodrich, J. Marc; Koziol, Natalie A.; Yoon, HyeonJin; Leiva, Sergio – Journal of Educational Psychology, 2022
Despite much research examining whether bilingual individuals demonstrate superior executive function (EF) skills compared to monolinguals, the purported bilingual advantage remains controversial. One potential reason for discrepant findings across studies examining the bilingual advantage is the difficulty in matching monolingual and bilingual…
Descriptors: Bilingualism, Executive Function, Surveys, Children
Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12
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Olson, Carol Booth; Matuchniak, Tina; Chung, Huy Q.; Stumpf, Rachel; Farkas, George – Journal of Educational Psychology, 2017
This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban,…
Descriptors: Reading Achievement, Randomized Controlled Trials, Program Effectiveness, Faculty Development
Growth in Literacy and Cognition in Bilingual Children at Risk or Not at Risk for Reading Disabilities
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Swanson, H. Lee; Saez, Leilani; Gerber, Michael – Journal of Educational Psychology, 2006
This study investigated growth in reading, vocabulary, and memory in children (ages 5 to 10) learning English as a second language identified at risk for reading disabilities (RD). A growth curve analysis showed that RD children were significantly below children not at risk in English and Spanish reading, Spanish short-term memory (STM), Spanish…
Descriptors: Reading Improvement, Vocabulary Development, Memory, Spanish
Reading, Memory, and Metacognition.
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Byrd, Diana M.; Gholson, Barry – Journal of Educational Psychology, 1985
This study was designed to explore relations among reading skills, metareading, memory, and metamemory. Interactions among these skills were investigated as related to reading ability, operativity, and grade level. The effects of experience, operativity, and metacognition on reading and memory skills were discussed. (Author/DWH)
Descriptors: Cognitive Development, Comparative Analysis, Elementary Education, Grade 2
Social-Cognitive Interactions, Motivation, and Cognitive Growth in Logo Programming and CAI Problem-Solving Environments.
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Nastasi, Bonnie K.; And Others – Journal of Educational Psychology, 1990
The effects of LOGO programing and computer-assisted instruction (CAI) on children's behaviors indicative of cooperative problem solving and effectance motivation were compared for 12 fourth and 28 sixth graders. Results suggest that LOGO may foster cognitive growth through opportunities for resolving cognitive conflict and may enhance effectance…
Descriptors: Cognitive Development, Cognitive Processes, Comparative Analysis, Computer Assisted Instruction
Metacomponential Development in a Logo Programming Environment.
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Clements, Douglas H. – Journal of Educational Psychology, 1990
Effects of a theoretically based LOGO programing environment on executive metacognitive abilities were studied for 48 third graders who took pretests and posttests after LOGO training or no training. The LOGO group scored higher than comparisons on two metacomponential measures: correctness of response and use of an individual metacomponent. (SLD)
Descriptors: Academic Achievement, Cognitive Development, Comparative Analysis, Computer Assisted Instruction