NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Writing Proficiency Level and Writing Development of Low-Achieving Adolescents: The Roles of Linguistic Knowledge, Fluency, and Metacognitive Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan – Reading and Writing: An Interdisciplinary Journal, 2018
In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (1) linguistic knowledge, (2) metacognitive knowledge, and (3) linguistic fluency in predicting both the level and development of writing…
Descriptors: Foreign Countries, Middle School Students, Adolescents, Writing Skills
Early Reading Success and Its Relationship to Reading Achievement and Reading Volume: Replication of "10 Years Later"
Peer reviewed Peer reviewed
Direct linkDirect link
Sparks, Richard L.; Patton, Jon; Murdoch, Amy – Reading and Writing: An Interdisciplinary Journal, 2014
Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and…
Descriptors: Grade 1, Elementary School Students, Reading Comprehension, Spelling
Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K. – Developmental Psychology, 2012
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…
Descriptors: Arithmetic, Algebra, Individual Differences, Knowledge Level
Change in Teachers' Knowledge of Subject Matter: A 17-Year Longitudinal Study
Peer reviewed Peer reviewed
Direct linkDirect link
Arzi, Hanna J.; White, Richard T. – Science Education, 2008
This longitudinal study explored change in teachers' knowledge of subjects they teach from preservice training through 17 years of professional experience. It followed secondary school science teachers in Australia, through sequences of individual interviews in which change in content knowledge (mainly energy-related) was probed primarily via…
Descriptors: Majors (Students), Teacher Characteristics, Foreign Countries, Science Teachers
An Optimal Unbiased Classification Rule for Mastery Testing Based on Longitudinal Data.
Peer reviewed Peer reviewed
Tan, E. S.; And Others – Educational and Psychological Measurement, 1995
An optimal unbiased classification rule is proposed based on a longitudinal model for the measurement of change in ability. In general, the rule predicts future level of knowledge by using information about level of knowledge at entrance, its rate of growth, and the amount of within-individual variation. (SLD)
Descriptors: Ability, Change, Classification, Individual Differences
Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study.
Peer reviewed Peer reviewed
Lonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L. – Developmental Psychology, 2000
Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…
Descriptors: Cognitive Development, Decoding (Reading), Developmental Continuity, Emergent Literacy
Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later.
Peer reviewed Peer reviewed
Cunningham, Anne E.; Stanovich, Keith E. – Developmental Psychology, 1997
Studied reading comprehension, vocabulary, general knowledge, and print exposure of 11th graders who completed reading battery 10 years earlier. Found that first-grade reading ability predicted all 11th-grade outcomes--even when cognitive ability was partialed out--and was linked to print exposure, even after 11th-grade reading comprehension…
Descriptors: Beginning Reading, Cognitive Ability, Cultural Literacy, Elementary School Students