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Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update
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Lam, Elizabeth A.; McMaster, Kristen L. – Learning Disability Quarterly, 2014
The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…
Descriptors: Predictor Variables, Early Intervention, Emergent Literacy, Longitudinal Studies
Phonological Skill and Articulation Time Independently Contribute to the Development of Memory Span.
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Kail, Robert – Journal of Experimental Child Psychology, 1997
Examined performance of over one hundred 6- to 10-year olds on three of each of the following tasks: processing speed, memory span, phonological skill, and articulation tasks assessing speed with which they could say familiar stimuli. Found that performance on span tasks was predicted by phonology and articulation tasks but not by age or…
Descriptors: Articulation (Speech), Children, Cognitive Processes, Memory
Children's Eyewitness Memory for a Repeated Event.
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McNichol, Susan; Shute, Rosalyn; Tucker, Alison – Child Abuse & Neglect: The International Journal, 1999
A study of 57 Australian children (ages 6-7) found that children who experienced a recurrent event were more accurate about details that remained constant across events in comparison with children who experienced the event only once. They also produced more responses to both free recall and to general questions. (CR)
Descriptors: Child Abuse, Children, Foreign Countries, Memory
Multiple Processes in Prospective Memory Retrieval: Factors Determining Monitoring Versus Spontaneous Retrieval
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Einstein, Gilles O.; McDaniel, Mark A.; Thomas, Ruthann; Mayfield, Sara; Shank, Hilary; Morrisette, Nova; Breneiser, Jennifer – Journal of Experimental Psychology: General, 2005
Theoretically, prospective memory retrieval can be accomplished either by controlled monitoring of the environment for a target event or by a more reflexive process that spontaneously responds to the presence of a target event. These views were evaluated in Experiments 1-4 by examining whether performing a prospective memory task produced costs on…
Descriptors: Memory, Cognitive Processes, Recall (Psychology), Task Analysis
Children's Perseverative Appearance-Reality Errors Are Related to Emerging Language Skills.
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Deak, Gedeon O.; Ray, Shanna D.; Brenneman, Kimberly – Child Development, 2003
Two experiments examined the communicative bases of preschoolers' object appearance-reality (AR) errors. Found that AR performance correlated positively with performance on a control test with the same discourse structure but nondeceptive stimuli, and on a naming test. Overall findings indicated that the discourse structure of AR tests elicits a…
Descriptors: Cognitive Development, Cognitive Processes, Error Patterns, Language Skills
Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review.
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Nelson, J. Ron; Benner, Gregory J.; Gonzalez, Jorge – Learning Disabilities: Research & Practice, 2003
A meta-analysis of 30 studies found the following learner characteristics influenced the treatment responsiveness of early literacy interventions: rapid naming; problem behavior; phonological awareness; alphabetic principle; memory; IQ; and demographics. With the exception of the demographic category, the obtained effect sizes for the primary…
Descriptors: Behavior Problems, Demography, Early Childhood Education, Early Intervention
Metamemory, Study Strategies, and Attributional Style: Cognitive Processes in Classroom Learning.
Sinkavich, Frank J. – 1991
The relationships between classroom performance and five possible predictor variables were studied. The ways in which these variables relate to performance in a classroom learning situation were examined, with the hypothesis that attributional style and motivation would be the best predictors of classroom performance. The variables were: (1)…
Descriptors: Academic Achievement, Adult Education, Attribution Theory, Classroom Techniques
The Role of Short-Term Memory in the Development of Logical Operations Skills. Technical Report No. 445.
Swinton, Spencer S.; And Others – 1977
The longitudinal interrelations among age, visual and auditory short-term memory, and the concrete operational tasks of class inclusion and combinatorial reasoning were investigated over four testing occasions in a sample of 134 students, initially ranging from 5 to 12 years in age. The Piagetian task battery involved placement of colored…
Descriptors: Auditory Perception, Classification, Cognitive Development, Cognitive Measurement