This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…

The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of…

This article documents differences in cognitive development, as measured by the Peabody Picture Vocabulary Test (PPVT), between children from households with high and low socioeconomic status (SES) in two different phases of early childhood in four developing countries. A large number of potential mediators, such as urban residence, preschool…

This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single…

Background: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. Aims: This study aims to transfer the results of…

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

Memory plays a profound role in explaining language development, academic learning, and learning disabilities. Even though there is a large body of research on language development, literacy skills, other academic skills, and intellectual characteristics of children with hearing loss, there is no holistic study on their memory processes.…

Among the academic challenges faced by students from low-socioeconomic status (SES) homes is the loss of academic skills during the summer months. A total of 22 elementary students from low-SES homes participated in a summer program designed to improve oral and written narrative skills. We gathered oral and written narrative samples at the…

Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children's transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through…

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six- to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a…

Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical…

The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N?=?923). A battery of tests assessing short-term memory (STM), sustained attention,…

We examined reading proficiency, focusing on fluency, in 56 Russian-speaking language minority (LM) students and 56 native Hebrew-speaking (NH) peers. Fifth-grade students completed measures of Hebrew reading accuracy and fluency from word to text level as well as phonological awareness (PA), RAN and vocabulary. LM students read single words less…

In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children's English proficiency and the learner characteristics that can be associated with it. In order to measure the children's English proficiency, a receptive…

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific,…