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Simas Eric Learning Model (SELM): Enhance Student Metacognitive Skill Based on the Academic Level
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Darmawan, Ericka; Zubaidah, Siti; Ristanto, Rizhal Hendi; Zamzami, Muhammad Rizal Akbar; Wahono, Bevo – International Journal of Instruction, 2020
Metacognitive skills play a central role in the student learning process. However, there is a limited report consider regarding any learning model that can enhance students' metacognitive skills, particularly related to students' academic level. This current research aimed to perform the Simas Eric Learning Model (SELM) by considering students'…
Descriptors: Teaching Models, Metacognition, Skill Development, Learning Processes
Reading Achievement, IQ, and Simultaneous-Successive Processing
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Kirby, John R.; Das, J. P. – Journal of Educational Psychology, 1977
Reading comprehension and vocabulary scores, and verbal and nonverbal IQ were significantly related to both simultaneous and successive processing ability in fourth grade Canadian boys. High levels of both types of processing ability are necessary for high achievement; high levels of one type only will result in moderate achievement. (Author/GDC)
Descriptors: Ability, Academic Achievement, Aptitude Treatment Interaction, Cognitive Processes
Comparative Functions of Preschool Learning Style and IQ in Predicting Future Academic Performance.
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McDermott, Paul A. – Contemporary Educational Psychology, 1984
The relative contributions of learning style dimensions, intelligence quotient, and their interactions to prediction of academic performance were examined. Kindergarten students were evaluated, and their first grade achievement was studied. Although IQ was found the better predictor, learning styles accounted for statistically significant…
Descriptors: Academic Achievement, Cognitive Style, Grade 1, Intelligence Quotient
Two Key Concepts in the Diagnosis of Learning Disabilities and the Habilitation of Learning.
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Reynolds, Cecil R. – Learning Disability Quarterly, 1992
Two key concepts in diagnosing learning disabilities ("severe discrepancy" and "process dysfunction") are reviewed, and their relationship to the habilitation of learning is discussed. Guidelines are given for calculating a severe discrepancy, and the evaluation of processing skills is discussed. Strength models of remediation…
Descriptors: Ability, Academic Achievement, Age, Clinical Diagnosis
Changes in First-Grade Achievement and the Predictive Validity of I. Q. Scores, As a Function of an Adaptive Instructional Environment.
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Rosner, Jerome – 1973
A research project introduced changes into the kindergarten and 1st grade instructional programs of a developmental school. The purposes were to implement an adaptive instructional system which would teach children the basic psychological processes relevant to 1st grade reading and math achievement and which would accommodate individual…
Descriptors: Academic Achievement, Early Childhood Education, Educational Research, Grade 1
Variables Which Tend to Affect (Impede or Retard) Learning of the Mexican American Student in American Education. A Position Paper.
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Casavantes, Edward J. – 1970
An interdisciplinary research study is suggested following a review of the more significant studies that have been attempted to explain the degree of educational retardation of the Mexican American as related to such factors as life stresses (e.g., economic deprivation) and learning styles. This study would be a combination of survey research…
Descriptors: Academic Achievement, Citations (References), Cognitive Development, Cultural Influences