NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20252
Since 20243
Since 2021 (last 5 years)3
Since 2016 (last 10 years)5
Since 2006 (last 20 years)6
Descriptor
Academic Achievement6
Cognitive Tests6
Short Term Memory6
Correlation4
Kindergarten4
Mathematics Achievement4
Achievement Tests3
English (Second Language)3
Executive Function3
Foreign Countries3
Second Language Learning3
Achievement Gains2
Child Development2
Chinese2
Classroom Environment2
Elementary School Students2
Intelligence Tests2
Measures (Individuals)2
Rating Scales2
Reading Achievement2
School Districts2
School Readiness2
Scores2
Social Emotional Learning2
Student Diversity2
More ▼
Source
Grantee Submission3
Educational Psychology1
Journal of Learning…1
SAGE Open1
Author
Jessica E. Whittaker3
Robert C. Pianta3
Virginia E. Vitiello3
Jamie DeCoster2
Arya Ansari1
Chang, Lei1
Chen, Weigang1
Chen, Xiaoying1
Christina Stephens1
Chung, Kevin K. H.1
Das, Swati Preeti1
Elia G. Ramirez1
Liu, Hongyun1
Lo, Jason C. M.1
McBride, Catherine1
Mohanty, Atasi1
Tara Hofkens1
Wong, Anita M. -Y.1
Ye, Maolin1
Zhou, Renlai1
More ▼
Publication Type
Reports - Research6
Journal Articles4
Tests/Questionnaires1
Education Level
Early Childhood Education4
Elementary Education4
Kindergarten4
Primary Education4
Grade 11
Preschool Education1
Secondary Education1
Audience
Location
China1
Hong Kong1
India1
Laws, Policies, & Programs
Assessments and Surveys
Digit Span Test6
Woodcock Johnson Tests of…3
Classroom Assessment Scoring…2
Preschool Language Scale1
Raven Advanced Progressive…1
Raven Progressive Matrices1
Student Teacher Relationship…1
Wechsler Intelligence Scale…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Teacher-Child Relationship Quality and Kindergarten Outcomes: The Moderating Role of Classroom Activity Settings
Peer reviewed Peer reviewed
Direct linkDirect link
Elia G. Ramirez; Jessica E. Whittaker; Jamie DeCoster; Robert C. Pianta; Virginia E. Vitiello – Grantee Submission, 2025
Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants…
Descriptors: Teacher Student Relationship, Kindergarten, Class Activities, Correlation
Patterns of Children's Readiness at School Entry and Their Association with Kindergarten Academic and Social-Emotional Outcomes: Do Classroom Interactions Matter?
Peer reviewed Peer reviewed
Direct linkDirect link
Jessica E. Whittaker; Tara Hofkens; Virginia E. Vitiello; Robert C. Pianta; Jamie DeCoster; Arya Ansari – Grantee Submission, 2024
This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n=1,826) from a large and diverse school district in the United States. Using latent profile analyses and multilevel modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2)…
Descriptors: Kindergarten, Social Emotional Learning, School Readiness, Student Characteristics
Developmental Assets at Preschool Entry That Support Dual Language Learners' Academic Development through the First Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Christina Stephens; Robert C. Pianta; Jessica E. Whittaker; Virginia E. Vitiello – Grantee Submission, 2025
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs' developmental assets assessed at pre-k entry (i.e. English…
Descriptors: Bilingualism, English (Second Language), Second Language Instruction, Second Language Learning
Effect of Working Memory Updating Training on Retrieving Symptoms of Children with Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Xiaoying; Ye, Maolin; Chang, Lei; Chen, Weigang; Zhou, Renlai – Journal of Learning Disabilities, 2018
Working memory (WM) deficiency is a primary reason for the poor academic performance of children with learning disabilities (LDs). Studies have shown that the WM of typical children could be improved through training, and WM training contributes to improving their fluid intelligence and academic achievement. However, few studies have investigated…
Descriptors: Learning Disabilities, Symptoms (Individual Disorders), Cognitive Tests, Short Term Memory
How Socioeconomic Status, Executive Functioning and Verbal Interactions Contribute to Early Academic Achievement in Chinese Children
Peer reviewed Peer reviewed
Direct linkDirect link
Chung, Kevin K. H.; Liu, Hongyun; McBride, Catherine; Wong, Anita M. -Y.; Lo, Jason C. M. – Educational Psychology, 2017
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning,…
Descriptors: Socioeconomic Status, Academic Achievement, Executive Function, Path Analysis
Instructional Style, Cognitive Processing, and Achievement Behavior Patterns of Schoolchildren: An Empirical Study
Peer reviewed Peer reviewed
Direct linkDirect link
Mohanty, Atasi; Das, Swati Preeti – SAGE Open, 2015
The objective of the study was to examine the performance characteristics and differences between English and Oriya medium school children on various cognitive processing, reading, academic achievement, and teacher perception measures. The sample consists of 243 schoolchildren, 120 from Grade IV and 123 from Grade VII from three different schools…
Descriptors: Teaching Styles, Cognitive Processes, Language of Instruction, Academic Achievement