Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Cartwright, Kelly B. | 1 |
| Chen, Aleck Shih-wei | 1 |
| Cormier, Pierre | 1 |
| Hatfield, Nathan A. | 1 |
| Jared, Debra | 1 |
| Levy, Betty Ann | 1 |
| Marshall, Timothy R. | 1 |
| Wade-Woolley, Lesly | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Grade 1 | 3 |
| Primary Education | 3 |
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Grade 2 | 2 |
| Grade 3 | 2 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Kindergarten | 1 |
Audience
Location
| Taiwan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkCartwright, Kelly B.; Marshall, Timothy R.; Hatfield, Nathan A. – Mind, Brain, and Education, 2020
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain-specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, "graphophonological-semantic cognitive flexibility" (GSF), the ability to flexibly switch…
Descriptors: Executive Function, Brain Hemisphere Functions, Reading Comprehension, Intervention
Chen, Aleck Shih-wei – Second Language Research, 2021
This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Vocabulary Development
Jared, Debra; Cormier, Pierre; Levy, Betty Ann; Wade-Woolley, Lesly – Journal of Educational Psychology, 2011
English language predictors of English and French reading development were investigated in a group of 140 children who were enrolled in French immersion programs. Children were first tested in kindergarten, and their reading achievement was tested yearly in both English and French from Grades 1 to 3, with word-level and passage-level measures that…
Descriptors: Predictor Variables, Immersion Programs, Reading Achievement, Phonological Awareness
