The school adjustment of children is the cornerstone of their development, and has been known to be influenced by a variety of factors. This study investigated the effects of peer relationships, theory of mind (ToM), hot executive function (hot EF), and cognitive ability on young children's school adjustment. Participants were 183 children with a…

Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links…

Patterns of maintenance of ability across the life span have been documented on tests of knowledge ("Gc"), as have patterns of steady decline on measures of reasoning ("Gf/Gv"), working memory ("Gsm"), and speed ("Gs"). Whether these patterns occur at the same rate for adults from different educational…

This study, using a longitudinal design with a Swedish cohort of young readers, investigates if children's early word decoding ability in second grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (grade 2) with academic performance (grade 9), gender and non-verbal cognitive ability were…

Purpose: This study examined the role of cognition on the navigational process of a speech-generating device (SGD) among individuals with a diagnosis of autism spectrum disorder (ASD). The objective was to investigate the role of various cognitive factors (i.e., cognitive flexibility, sustained attention, categorization, fluid reasoning, and…

As youth with autism spectrum disorder (ASD) are more likely to experience anxiety than youth in the general population, investigation of associated factors is important for diagnosis and treatment. The present study extended prior research by examining factors associated with caregiver-reported anxiety in 2662 youth (mean age = 8.82 years) with…

Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study…

Working memory is considered a well-established predictor of individual variation in reading comprehension in children and adults. However, how storage and processing capacities of working memory in both the phonological and semantic domain relate to reading comprehension is still unclear. In the current study, we investigated the contribution of…

Spatial skills have been shown in various longitudinal studies to be related to multiple science, technology, engineering, and math (STEM) achievement and retention. The specific nature of this relation has been probed in only a few domains, and has rarely been investigated for calculus, a critical topic in preparing students for and in STEM…

Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading…

Both mathematical language and the approximate number system (ANS) have been identified as strong predictors of early mathematics performance. Yet, these relations may be different depending on a child's developmental level. The purpose of this study was to evaluate the relations between these domains across different levels of ability.…

The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the "Loneliness and Social Dissatisfaction Questionnaire" (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships,…

This study explored the relative salience of students' personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort's mean score in a national test administered at the end of primary education, and were identified as low risk…

This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported…