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Chang, Isabelle – Journal of Early Childhood Research, 2020
The purpose of this study was to examine the extent to which children's executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. The results suggest that individual differences in reading comprehension were…
Descriptors: Executive Function, Reading Comprehension, Kindergarten, Individual Differences
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian – Developmental Psychology, 2019
The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and…
Descriptors: Child Development, Self Concept, Elementary School Students, Children
Babayigit, Selma; Stainthorp, Rhona – Educational Psychology, 2014
This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…
Descriptors: Listening Comprehension, Vocabulary, Grammar, Short Term Memory
Bugden, Stephanie; Ansari, Daniel – Cognition, 2011
In recent years, there has been an increasing focus on the role played by basic numerical magnitude processing in the typical and atypical development of mathematical skills. In this context, tasks measuring both the intentional and automatic processing of numerical magnitude have been employed to characterize how children's representation and…
Descriptors: Models, Mathematics Achievement, Elementary School Students, Individual Differences
Roebers, Claudia M.; Cimeli, Patrizia; Rothlisberger, Marianne; Neuenschwander, Regula – Metacognition and Learning, 2012
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive…
Descriptors: Academic Achievement, Mathematics Achievement, Elementary School Students, Metacognition
Colin, S.; Magnan, A.; Ecalle, J.; Leybaert, J. – Journal of Child Psychology and Psychiatry, 2007
Background: The aim of the present study was twofold: 1) to determine whether phonological skills measured in deaf prereaders predict their later phonological and reading skills after one year of reading instruction as is the case for hearing children; 2) to examine whether the age of exposure to a fully specified phonological input such as Cued…
Descriptors: Cued Speech, Deafness, Rhyme, Word Recognition
Pianta, Robert C.; Stuhlman, Megan W. – School Psychology Review, 2004
This work examines associations between closeness and conflict in teacher-child relationships and children's social and academic skills in first grade in a sample of 490 children. Assessments of teacher-child relationships were obtained in preschool, kindergarten, and first grade. Results demonstrate moderate correlations among teachers' ratings…
Descriptors: Conflict, Primary Education, Teacher Student Relationship, Interpersonal Competence
Fowler, Anne E.; Swainson, Brook – Annals of Dyslexia, 2004
The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth…
Descriptors: Hypothesis Testing, Grade 1, Grade 4, Reading Skills