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Keser, Merve; Aktulun, Özgün Uyanik – International Online Journal of Education and Teaching, 2022
The aim of this study was to investigate the relationship between attention abilities, geometry, and phonological awareness skills of 60-72 months old children. The accessible population of the research in the relational scanning model consisted of 60-72 months old children attending to kindergartens and nursery classes of elementary schools in a…
Descriptors: Young Children, Preschool Education, Geometry, Phonological Awareness
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Valdois, Sylviane; Reilhac, Caroline; Ginestet, Emilie; Line Bosse, Marie – Journal of Learning Disabilities, 2021
A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…
Descriptors: Reading Difficulties, Reading Skills, Grade 6, Phonemic Awareness
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van der Kleij, S. W.; Segers, E.; Groen, M. A.; Verhoeven, L. – Annals of Dyslexia, 2019
The goal of this study was to examine the post-treatment development of word and pseudoword accuracy and fluency and its cognitive and linguistic predictors in Dutch children with dyslexia compared with typical readers in the upper primary grades. Word and pseudoword reading accuracy and fluency were assessed at the start and end of grade 5 and at…
Descriptors: Dyslexia, Reading Fluency, Reading Skills, Accuracy
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Ogg, Julia; Volpe, Robert; Rogers, Maria – School Psychology Quarterly, 2016
The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes. Kindergarten students (N = 181; 55.2% male; 62% white) from two research sites (Southeastern U.S. and Eastern Canada) were assessed using the Letter Naming…
Descriptors: Correlation, Student Behavior, Learner Engagement, Student Motivation
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Chen, Nga Ting; Zheng, Mo; Ho, Connie Suk-Han – Reading and Writing: An Interdisciplinary Journal, 2019
The present study examines the visual attention span deficit hypothesis in Chinese developmental dyslexia. Twenty-five Cantonese-speaking Chinese dyslexic children (DD group) were compared with 25 chronological-age-matched (CA) controls and another 25 reading-level-matched (RL) controls on their performance in visual attention span, reading, and…
Descriptors: Dyslexia, Visual Perception, Attention Span, Reading Skills
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Sazak Pinar, Elif – Educational Sciences: Theory and Practice, 2015
This study examines the effectiveness of fixed-time (FT) and variable-time (VT) schedules and attention on the problem behaviors and on-task behaviors of students with and without intellectual disabilities in inclusive classrooms in Turkey. Three second-grade students with intellectual disabilities, three students without intellectual…
Descriptors: Foreign Countries, Scheduling, Inclusion, Attention Span
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Kanerva, Kaisa; Kiistala, Ilkka; Kalakoski, Virpi; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona – Applied Cognitive Psychology, 2019
Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet-based working memory (WM) tasks, the counting span, and reading span were used in predicting 12-year-old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks…
Descriptors: Short Term Memory, Handheld Devices, Cognitive Measurement, Predictor Variables
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Saksida, Amanda; Iannuzzi, Stéphanie; Bogliotti, Caroline; Chaix, Yves; Démonet, Jean-François; Bricout, Laure; Billard, Catherine; Nguyen-Morel, Marie-Ange; Le Heuzey, Marie-France; Soares-Boucaud, Isabelle; George, Florence; Ziegler, Johannes C.; Ramus, Franck – Developmental Psychology, 2016
In this study, we concurrently investigated 3 possible causes of dyslexia--a phonological deficit, visual stress, and a reduced visual attention span--in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of…
Descriptors: Dyslexia, Phonology, Language Skills, Attention Span
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Goble, Priscilla; Pianta, Robert C.; Sabol, Terri J. – Applied Developmental Science, 2019
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at…
Descriptors: School Readiness, Young Children, Predictor Variables, Academic Achievement
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Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L. – Journal of Research in Childhood Education, 2016
The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…
Descriptors: Elementary School Students, Early Childhood Education, Grade 1, Parenting Styles
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Gooch, Debbie; Hulme, Charles; Nash, Hannah M.; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2014
Background: Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that…
Descriptors: Comorbidity, Developmental Disabilities, Dyslexia, Language Impairments
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Malone, Amelia S.; Fuchs, Lynn S. – Remedial and Special Education, 2014
The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated…
Descriptors: Student Behavior, Attention Span, Grade 4, Elementary School Students
Lipson, Stacey R. – ProQuest LLC, 2012
Numerous studies have found significant comorbidity between Attention-Deficit/Hyperactivity Disorder (ADHD) and anxiety disorders in children (e.g., Bauermeister et al., 2007; Busch et al., 2002), but limited research has examined factors that may underlie or explain this relationship (e.g., Lilienfeld, 2003; Baldwin & Dadds, 2008). This study…
Descriptors: Comorbidity, Attention Deficit Hyperactivity Disorder, Anxiety Disorders, Correlation
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Ling, Teo-Sieak; Jiar, Yeo-Kee – International Journal of Evaluation and Research in Education, 2017
Deficit in working memory is common among young children across multiple abilities. Teachers have pointed to poor memory as one contributing factor to inattentiveness and short attention spans as well as some behavioural problems among students. This study aimed to explore the relationship among working memory, externalizing and internalizing…
Descriptors: Elementary School Students, Behavior Problems, Short Term Memory, Writing Skills
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van Bergen, Elsje; Bishop, Dorothy; van Zuijen, Titia; de Jong, Peter F. – Scientific Studies of Reading, 2015
Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…
Descriptors: Parent Influence, Path Analysis, Correlation, Spouses
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