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Peer reviewed
Direct linkBarnes, Erica M.; Dickinson, David K. – Early Education and Development, 2017
Research Findings: This study examines lexical- and sentence-level dimensions of academic language to describe teachers' natural use of academic language and its association with vocabulary growth in 489 at-risk 4-year-olds enrolled in Head Start preschool classrooms. Using transcripts derived from video recordings of book-reading sessions in 52…
Descriptors: Correlation, Language Usage, Vocabulary Development, Receptive Language
Unsworth, Nash; Robison, Matthew K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
A great deal of prior research has examined the relation between working memory capacity (WMC) and attention control. The current study explored the role of arousal in individual differences in WMC and attention control. Participants performed multiple WMC and attention control tasks. During the attention control tasks participants were…
Descriptors: Arousal Patterns, Short Term Memory, Attention Control, Correlation
Tosto, Maria G.; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Haworth, Claire M. A.; Mazzocco, Michele M. M.; Thompson, Lee; Opfer, John; Bogdanova, Olga Y.; Kovas, Yulia – Developmental Psychology, 2017
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the…
Descriptors: Numeracy, Mathematics Skills, Adolescents, Computation
Paz-Baruch, Nurit – Journal for the Education of the Gifted, 2017
The Actiotope Model of Giftedness focuses on the interactions between the individual and the environment. Developing excellence requires educational and learning capitals that can support the individual in achieving a specific target. This study examined differences in the educational and learning capitals of students graded in three levels of…
Descriptors: Foreign Countries, Academically Gifted, Models, Human Capital
Lever, Anne G.; Ridderinkhof, K. Richard; Marsman, Maarten; Geurts, Hilde M. – Developmental Psychology, 2017
As a large heterogeneity is observed across studies on interference control in autism spectrum disorder (ASD), research may benefit from the use of a cognitive framework that models specific processes underlying reactive and proactive control of interference. Reactive control refers to the expression and suppression of responses and proactive…
Descriptors: Autism, Pervasive Developmental Disorders, Responses, Self Control
Chang, Lei; Lu, Hui Jing; Lansford, Jennifer E.; Skinner, Ann T.; Bornstein, Marc H.; Steinberg, Laurence; Dodge, Kenneth A.; Chen, Bin Bin; Tian, Qian; Bacchini, Dario; Deater-Deckard, Kirby; Pastorelli, Concetta; Alampay, Liane Peña; Sorbring, Emma; Al-Hassan, Suha M.; Oburu, Paul; Malone, Patrick S.; Di Giunta, Laura; Tirado, Liliana Maria Uribe; Tapanya, Sombat – Developmental Psychology, 2019
Safety is essential for life. To survive, humans and other animals have developed sets of psychological and physiological adaptations known as life history (LH) tradeoff strategies in response to various safety constraints. Evolutionarily selected LH strategies in turn regulate development and behavior to optimize survival under prevailing safety…
Descriptors: Safety, Physiology, Psychological Patterns, Longitudinal Studies
Download full textWong, Kevin M. – Grantee Submission, 2019
In this thesis, I present three related papers that collectively investigate the instructional supports on screen and in the media viewing context that influenced English and heritage language vocabulary knowledge in DLLs. In study 1, I examine how specific pedagogical approaches used in educational media might benefit DLLs. In study 2, I…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Educational Media
Passolunghi, Maria Chiara; Cargnelutti, Elisa; Pastore, Massimiliano – British Journal of Educational Psychology, 2014
Background: Math learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there…
Descriptors: Cognitive Ability, Mathematics Skills, Correlation, Memory
Sherrow, Lauren A.; Spriggs, Amy D.; Knight, Victoria F. – Focus on Autism and Other Developmental Disabilities, 2016
This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii.…
Descriptors: Models, High School Students, Moderate Intellectual Disability, Pervasive Developmental Disorders
Cazzell, Samantha; Browarnik, Brooke; Skinner, Amy; Skinner, Christopher; Cihak, David; Ciancio, Dennis; McCurdy, Merilee; Forbes, Bethany – School Psychology Forum, 2016
A multiple-baseline across-students design was used to evaluate the effects of a computer-based flashcard reading (CFR) intervention, developed using Microsoft PowerPoint software, on students' ability to read health-related words within 3 seconds. The students were three adults with intellectual disabilities enrolled in a postsecondary college…
Descriptors: Reading Comprehension, Intervention, Postsecondary Education, Intellectual Disability
Pritchard, Alison Esposito; Koriakin, Taylor; Carey, Lisa; Bellows, Alison; Jacobson, Lisa; Mahone, E. Mark – Learning Disabilities: A Multidisciplinary Journal, 2016
This study investigated the effectiveness of five commonly administered academic testing accommodations on reading and math performance in children with Attention-deficit/Hyperactivity Disorder (ADHD). A total of 96 parents of 3rd-8th grade students with ADHD participated. More than half of the sample also had parent-reported learning difficulties…
Descriptors: Attention Deficit Hyperactivity Disorder, Testing Accommodations, Learning Disabilities, Elementary School Students
Gatlin, Brandy; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2016
Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance,…
Descriptors: Oral Language, Language Skills, Kindergarten, African American Students
Tagarelli, Kaitlyn M.; Ruiz, Simón; Vega, José Luis Moreno; Rebuschat, Patrick – Studies in Second Language Acquisition, 2016
Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.…
Descriptors: Second Language Learning, Individual Differences, Correlation, Native Speakers
Radley, Keith C.; Hanglein, Jeanine; Arak, Marisa – Autism: The International Journal of Research and Practice, 2016
Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder--particularly interventions capable of being…
Descriptors: Skill Development, Autism, Pervasive Developmental Disorders, Social Development
Rogde, Kristin; Melby-Lervåg, Monica; Lervåg, Arne – Journal of Research on Educational Effectiveness, 2016
Second-language learners display poorer general language skills in the language used at school than their monolingual peers, which is a concern because general language skills (vocabulary, grammar, language expression, and comprehension) provide the foundation for later academic success. In a randomized controlled trial, we examined the efficacy…
Descriptors: Second Language Learning, Language Skills, Control Groups, Intervention
