The purposes of this study were to assess the effects of fractions intervention for students who are at-risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to 3…

In this study we examine the effectiveness of a technology-based vocabulary intervention compared to an extended vocabulary intervention that has been validated in previous studies. At-risk first grade students learned new words through each condition in a within-subjects design. Comparisons of target word knowledge between the two conditions were…

Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and…

In the present study, we compared the extent to which linguistic comprehension (vocabulary and listening comprehension) and word reading explain reading comprehension differentially for English learners (ELs) and non-ELs with reading difficulties. We also investigated whether different mechanisms of reading comprehension failure exist for each…

Writing argumentative texts is a hallmark of literacy attainments with a long and laborious trajectory. The present study explored the incipient stages in argumentative texts written by 293 Hebrew-speaking Israeli children in second, third, fourth, and fifth grades. The literacy cognitive, transcriptional, linguistic, and reading abilities were…

To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on preschoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to…

This pilot study explored the impact of an eight-session attentional skills training (AST) program for elementary-age school children. Twenty-four students, 3rd through 6th grade, participated in guidance sessions involving exposure to mindfulness exercises and video gaming activities designed to challenge visual attention, memory, and…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

This study investigated the association of timed visual processing tasks varying in levels of phonological processing with word reading. We tested 293 Chinese children on Cross Out, Visual Matching, rapid automatized naming (RAN), and Chinese character recognition across three to five years. Children's character recognition at ages 6 and 7…

In this study, it was aimed to determine the effects of the Simultaneous Prompting (SP) package jointly with the systematic review and corrective feedback in teaching a student with poor performance in mathematics to recall the multiplication facts. One of the single subject designs, the multiple probes design across behaviors (sets) is used in…

Providing the support that children need to build cognitive skills (i.e. working memory and processing speed) has come to the forefront for special educators today. This study investigated how fourth-grade students within an experimental classroom (N=14) and special education students within a small group setting (N=9) improved their working…

There is considerable evidence on the connections between emergent literacy-related skills in preschool-age and successful reading and writing. The purpose of this double-designed experimental/descriptive study was to analyse the impact of invented spelling activities on kindergarten children's spelling performance and to explore adult mediation…

The present contribution aims at presenting an assessment tool (i.e., the TALK-assessment) built to evaluate the language development and school readiness of Italian preschoolers before they enter primary school, and its predictive validity for the children's reading and writing skills at the end of the first year of primary school. The early…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants…