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The Developmental Dynamics of Task-Avoidant Behavior and Math Performance in Kindergarten and Elementary School
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Hirvonen, Riikka; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik – Learning and Individual Differences, 2012
Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their…
Descriptors: Arithmetic, Kindergarten, Elementary School Students, Structural Equation Models
Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
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Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Learning and Individual Differences, 2010
The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised…
Descriptors: Reading Difficulties, Intervention, Remedial Reading, Reading Fluency