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Direct linkFyfe, Emily R.; McNeil, Nicole M.; Rittle-Johnson, Bethany – Child Development, 2015
The labels used to describe patterns and relations can influence children's relational reasoning. In this study, 62 preschoolers (M[subscript age] = 4.4 years) solved and described eight pattern abstraction problems (i.e., recreated the relation in a model pattern using novel materials). Some children were exposed to concrete labels (e.g.,…
Descriptors: Preschool Children, Problem Solving, Logical Thinking, Classification
Download full textBaroody, Arthur J.; Purpura, David J.; Eiland, Michael D.; Reid, Erin E. – Grantee Submission, 2015
A 9-month training experiment was conducted to evaluate the efficacy of highly and minimally guided discovery interventions targeting the add-1 rule (the sum of a number and one is the next number on the mental number list) and doubles relations (e.g., an everyday example of the double 5 + 5 is five fingers on the left hand and five fingers on the…
Descriptors: Discovery Learning, Logical Thinking, Thinking Skills, Intervention
Fiona J. Duff; Marianna E. Hayiou-Thomas; Charles Hulme – Reading and Writing: An Interdisciplinary Journal, 2012
This study evaluates Reading Intervention--a 10-week supplementary reading programme emphasising the link between phonological awareness and reading--when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties participated in Reading Intervention and their progress and attainments were compared with those…
Descriptors: Program Effectiveness, Reading Programs, Intervention, Phonological Awareness
