Publication Date
| In 2025 | 0 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 3 |
Descriptor
Author
| Anna Robinson | 1 |
| C. Vissers | 1 |
| H. Knoors | 1 |
| I. Rabeling | 1 |
| Klauda, Susan Lutz | 1 |
| L. Smit | 1 |
| L. Verhoeven | 1 |
| Manvi Teki | 1 |
| Rachel L. Schechter | 1 |
| Taboada Barber, Ana | 1 |
| Vizcaya-Jofré, Francisca | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 2 |
| Early Childhood Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| Ohio (Dayton) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Measures of Academic Progress | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Munoz Language Survey | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkL. Smit; H. Knoors; I. Rabeling; L. Verhoeven; C. Vissers – International Journal of Language & Communication Disorders, 2024
Background: This study examines the effect of a Theory of Mind (ToM) intervention on ToM abilities and social-emotional functioning in adolescents with developmental language disorder (DLD) or who are deaf/hard of hearing (D/HH). It emphasizes the importance of self-reflection and measurement for personal growth. The research design incorporates…
Descriptors: Language Impairments, Intervention, Theory of Mind, Social Emotional Learning
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
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)
