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Direct linkTreiman, Rebecca; Hulslander, Jacqueline; Olson, Richard K.; Samuelsson, Stefan; Elwér, Åsa; Furnes, Bjarte; Byrne, Brian – Scientific Studies of Reading, 2023
Purpose: Using data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a child's errors on the kindergarten test help predict later spelling…
Descriptors: Prediction, Spelling, Kindergarten, Foreign Countries
Download full textMalone, Amelia Schneider; Loehr, Abbey M.; Fuchs, Lynn S. – Grantee Submission, 2017
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding.…
Descriptors: Cognitive Ability, Arithmetic, Fractions, At Risk Students
Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction
Fuchs, Lynn S.; Schumacher, Robin F.; Sterba, Sonya K.; Long, Jessica; Namkung, Jessica; Malone, Amelia; Hamlett, Carol L.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S.; Changas, Paul – Grantee Submission, 2014
This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation…
Descriptors: Short Term Memory, Mathematics, Intervention, Mathematics Instruction
Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction
Fuchs, Lynn S.; Schumacher, Robin F.; Sterba, Sonya K.; Long, Jessica; Namkung, Jessica; Malone, Amelia; Hamlett, Carol L.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S.; Changas, Paul – Journal of Educational Psychology, 2014
This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation…
Descriptors: Short Term Memory, Mathematics, Intervention, Mathematics Instruction
Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
Gersten, Russell M.; And Others – 1981
This study examines the relationship between IQ and yearly academic growth rate in reading and mathematics for low income children in the primary grades involved in the Direct Instruction Follow Through program (DIFT). Low income children, from 20 communities in the United States, who engaged in the DIFT program between 1969 and 1977 for either 3…
Descriptors: Achievement Gains, Cognitive Development, Elementary School Mathematics, Elementary School Students
