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Direct linkBruce S. Rawlings; Helen Elizabeth Davis; Adote Anum; Oskar Burger; Lydia Chen; Juliet Carolina Castro Morales; Natalia Dutra; Ardain Dzabatou; Vivian Dzokoto; Alejandro Erut; Frankie T. K. Fong; Sabrina Ghelardi; Micah Goldwater; Gordon Ingram; Emily Messer; Jessica Kingsford; Sheina Lew-Levy; Kimberley Mendez; Morgan Newhouse; Mark Nielsen; Gairan Pamei; Sarah Pope-Caldwell; Karlos Ramos; Luis Emilio Echeverria Rojas; Renan A. C. dos Santos; Lara G. S. Silveira; Julia Watzek; Ciara Wirth; Cristine H. Legare – Developmental Science, 2024
Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy--skills required to participate in the…
Descriptors: Academic Achievement, Educational Quality, School Effectiveness, Measurement
Wolf, Sharon; McCoy, Dana Charles – Developmental Science, 2019
The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1)…
Descriptors: Executive Function, Young Children, Literacy, Numeracy
Bathelt, Joe; Gathercole, Susan E.; Butterfield, Sally; Astle, Duncan E. – Developmental Science, 2018
Literacy and numeracy are important skills that are typically learned during childhood, a time that coincides with considerable shifts in large-scale brain organization. However, most studies emphasize focal brain contributions to literacy and numeracy development by employing case-control designs and voxel-by-voxel statistical comparisons. This…
Descriptors: Brain Hemisphere Functions, Academic Achievement, Learning Problems, Literacy
Kirk, Hannah E.; Gray, Kylie; Riby, Deborah M.; Taffe, John; Cornish, Kim M. – Developmental Science, 2017
Despite well-documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to…
Descriptors: Attention Control, Hyperactivity, Attention Deficit Disorders, Intellectual Disability
