Publication Date
| In 2025 | 0 |
| Since 2024 | 3 |
| Since 2021 (last 5 years) | 6 |
Descriptor
| Achievement Tests | 6 |
| Theory of Mind | 6 |
| Elementary School Students | 5 |
| Reading Comprehension | 5 |
| Reading Tests | 4 |
| Comparative Analysis | 2 |
| Correlation | 2 |
| Grade 2 | 2 |
| Grade 3 | 2 |
| Grade 4 | 2 |
| Grammar | 2 |
| More ▼ | |
Source
| Grantee Submission | 2 |
| Annals of Dyslexia | 1 |
| Early Education and… | 1 |
| Online Submission | 1 |
| Reading Psychology | 1 |
Author
| Kim, Young-Suk Grace | 2 |
| Amendum, Steven J. | 1 |
| Anna Robinson | 1 |
| Carmela Battista | 1 |
| Cho, Minkyung | 1 |
| Dore, Rebecca | 1 |
| Erin Ruth Baker | 1 |
| Golinkoff, Roberta | 1 |
| Jamie Gahtan | 1 |
| Jerae Kelly | 1 |
| Kelli Cummings | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 6 |
| Journal Articles | 5 |
Education Level
| Elementary Education | 5 |
| Early Childhood Education | 4 |
| Primary Education | 3 |
| Grade 2 | 2 |
| Grade 3 | 2 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Grade 5 | 1 |
| Middle Schools | 1 |
Audience
Location
| Ohio (Dayton) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 4 |
| Dynamic Indicators of Basic… | 1 |
| Measures of Academic Progress | 1 |
| Peabody Individual… | 1 |
| Wechsler Individual… | 1 |
| Woodcock Munoz Language Survey | 1 |
What Works Clearinghouse Rating
Download full textRachel L. Schechter; Anna Robinson; Manvi Teki – Online Submission, 2024
This study investigates the impact of the MindPlay Reading program on student literacy achievement in Dayton City Schools, Ohio, during the 2021-2022 academic year. A correlational analysis was conducted in collaboration with LXD Research to examine the relationship between MindPlay usage and student outcomes on literacy assessments. The sample…
Descriptors: Achievement Tests, Cognitive Processes, Play, Theory of Mind
Peer reviewed
Direct linkKim, Young-Suk Grace; Dore, Rebecca; Cho, Minkyung; Golinkoff, Roberta; Amendum, Steven J. – Grantee Submission, 2021
We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and…
Descriptors: Theory of Mind, Child Language, Oral Language, Recall (Psychology)
Erin Ruth Baker; Rong Huang; Qingyang Liu; Carmela Battista; Jamie Gahtan – Early Education and Development, 2024
Research Findings: Research with older children and adults reliably demonstrates that individuals raised in poverty tend to evaluate concerns related to moral concerns (i.e., related to harm, welfare, and justice) differently than do wealthier individuals. However, little work has examined these patterns in young children. Children (N=214, Mage =…
Descriptors: Moral Values, Preschool Children, Poverty, Social Differences
Jerae Kelly; Kelli Cummings – Reading Psychology, 2024
Theory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach theme identification and theme statement formation to beginning readers who are less-skilled in comprehension. The authors designed a brief, 1:1 listening…
Descriptors: Theory of Mind, Inferences, Childrens Literature, Reading Instruction
Kim, Young-Suk Grace; Petscher, Yaacov – Annals of Dyslexia, 2021
We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…
Descriptors: Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students
Taboada Barber, Ana; Vizcaya-Jofré, Francisca; Klauda, Susan Lutz – Grantee Submission, 2021
Theory of Mind (ToM), as a relevant aspect in children's socio-cognitive development, has been widely studied. Some results have suggested that bilingual children have an advantage over their monolingual peers in development of ToM. However, there is less research regarding the predictive role of ToM in performance of oral and reading…
Descriptors: Theory of Mind, Oral Reading, Reading Comprehension, English (Second Language)
