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Direct linkHübner, Nicolas; Merrell, Christine; Cramman, Helen; Little, John; Bolden, David; Nagengast, Benjamin – Child Development, 2022
Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005-2019) aged 5 to 12 (49% girls).…
Descriptors: Elementary School Students, Foreign Countries, Reading Skills, Mathematics Skills
Carr, Martha; Alexeev, Natalia; Wang, Lu; Barned, Nicole; Horan, Erin; Reed, Adam – Child Development, 2018
Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (M[subscript age] = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development.…
Descriptors: Spatial Ability, Skill Development, Elementary School Students, Mathematics Achievement
Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik – Child Development, 2015
The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Personality Traits
Peer reviewedEckert, Helen M. – Child Development, 1974
Skill learning was studied in 247 elementary and high school students, using a pursuit rotor. Data were analyzed by repeated-measures ANOVA. (ST)
Descriptors: Age Differences, Elementary School Students, High School Students, Laboratory Experiments
Peer reviewedEckert, Helen M.; Eichorn, Dorothy H. – Child Development, 1974
Factor structures of various eye-hand coordination tasks were examined for children, ages 4-1/2 to 8-1/2. Theoretical models of skilled action development are discussed. (ST)
Descriptors: Elementary School Students, Factor Analysis, Longitudinal Studies, Models
Peer reviewedBrown, Ann L.; Smiley, Sandra S. – Child Development, 1978
Reports three experiments which tested the hypotheses that: (1) as they mature, students become better able to identify the essential organizing features and crucial elements of text, and (2) that this ability is an essential prerequisite for effective use of a limited processing capacity and restricted time when studying. (JMB)
Descriptors: Age Differences, Elementary School Students, Organization, Prose
Peer reviewedHoemann, Harry W. – Child Development, 1972
Channel properties of the deaf children's gesture language are discussed in the light of their communicative behavior. (Author)
Descriptors: Communication Skills, Comparative Analysis, Deafness, Elementary School Students
