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Download full textSeethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2016
The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163…
Descriptors: Grade 1, Elementary School Students, Limited English Speaking, Mathematics Instruction
Namkung, Jessica M.; Fuchs, Lynn S. – Grantee Submission, 2015
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…
Descriptors: Predictor Variables, At Risk Students, Grade 4, Elementary School Students
Direct linkSavage, Robert S.; Deault, Louise; Daki, Julia; Aouad, Julie – Journal of Educational Psychology, 2011
Two experiments using a variation of the clue word analogy task (Goswami, 1986) explored whether children can make orthographic analogies when given multiple clue words, beyond the known effects of purely phonological activation. In Experiment 1, 42 children (mean age 6 years and 8 months) were first taught 3 "clue" words (e.g.,…
Descriptors: Vowels, Early Reading, Phonological Awareness, Reading Skills
Stephens, Beth; And Others – 1968
Two factor analyses were conducted on data obtained from measurements of the reasoning, moral judgment, and moral conduct of 75 retarded and 75 normal subjects ranging in age from 6 to 18 years. One factor analysis sought to determine relationships between the reasoning variables and standard measures of intelligence and achievement. A second…
Descriptors: Cognitive Ability, Conservation (Concept), Correlation, Factor Analysis
