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Ganayim, Deia; Ganayim, Shireen; Dowker, Ann; Olkun, Sinan – Journal of Cognitive Education and Psychology, 2021
The study focuses on the effect of the lexical-syntactic structure on the patterns of errors by Arab first graders in tasks involving reading two-digit number and writing two-digit numbers to dictation. Children made few change or omission errors, indicating that they had little problem with the lexical aspects of the counting system. However,…
Descriptors: Arabs, Grade 1, Elementary School Students, Syntax
Kim, Young-Suk Grace; Petscher, Yaacov; Treiman, Rebecca; Kelcey, Benjamin – Grantee Submission, 2020
To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters -- their frequency in printed materials, order in the alphabet, and visual similarity to other letters -- relate to children's letter-name knowledge in four languages with three…
Descriptors: Alphabets, Written Language, Printed Materials, Item Response Theory
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Kim, Young-Suk Grace; Petscher, Yaacov; Treiman, Rebecca; Kelcey, Benjamin – Scientific Studies of Reading, 2021
To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters -- their frequency in printed materials, order in the alphabet, and visual similarity to other letters -- relate to children's letter-name knowledge in four languages with three…
Descriptors: Alphabets, Orthographic Symbols, Written Language, Printed Materials
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Rotem, Avital; Henik, Avishai – Journal of Learning Disabilities, 2015
The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…
Descriptors: Foreign Countries, Mathematics Education, Learning Disabilities, Multiplication
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Applebaum, Mark; Leikin, Roza – Canadian Journal of Science, Mathematics and Technology Education, 2014
This study is based on our belief that mathematics should be challenging in any classroom and that mathematical challenge is among the central factors that determine the quality of mathematics lessons. Choosing challenging mathematical problem for the students is central in teachers' work while their conception of mathematical challenge can…
Descriptors: Mathematics Teachers, Teacher Attitudes, Experienced Teachers, Definitions