In the present study, we aimed to compare reading-writing relations between first-grade Native English Speakers (NESs) and English Language Learners (ELLs). Thirty-four ELLs and 35 NESs completed measures of receptive and expressive vocabulary, lexical-level reading (word reading) and writing (spelling), and discourse-level reading (reading…

Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children's early skills (e.g., preschool numeracy) and medium-term outcomes (e.g., first-grade…

While coaching is a well-documented form of professional development to support teachers' instructional practices in mathematics, limited research exists on how coaches can support teachers in differentiating their mathematics instruction. Hence, as part of this retrospective case study, we explored how one instructional coach leveraged a coaching…

Reading and writing go hand in hand, students who struggle in reading are likely to struggle in writing. Yet, when we research interventions for students with reading difficulties and writing difficulties, we rarely combine the two. In a study by Puranik et al. (2017, 2018) investigating the feasibility and promise of a whole-class peer-assisted…

Background: The Framework for K-12 Science Education (NRC, 2012) and Next Generation Science Standards ([NGSS] NGSS Lead States, 2013) emphasize that all students from the earliest grades onward must have the opportunity to learn and actively participate in authentic science. In K-12 science instruction, this means that students should have the…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

Research Findings: This study examines the complexities of enacting an explicit content-rich curriculum in a large urban school district. Thirty-six teachers from 12 elementary schools, preK through Grade 1 were recruited to teach the "World of Words," an integrated science and literacy supplementary curriculum. Prior to the start of the…

This intervention study examined the writing abilities of 1st (ages 6-7) and 2nd (ages 7-8) grade students in the Basque Autonomous Community, utilising Basque, Spanish, and English. We compared two distinct teaching methodologies: the PYCTO methodology, which employs a multilingual approach for teaching writing across the three languages, and the…

With large-scale wicked problems threatening our world, the integration of sustainability into teacher professional learning is systemically lacking in the United States. The purpose of this case study was to understand the impact of a multi-session, sustainability-related professional learning program on twelve PreKindergarten-8th grade educators…

We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1.…

The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…

Dynamic Measurement Modeling (DMM) is a recently-developed measurement framework for gauging developing constructs (e.g., learning capacity) that conventional single-timepoint tests cannot assess. The current project developed a person-specific DMM Trajectory Deviance Index (TDI) that captures the aberrance of an individual's growth from the…

The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills--both academic and executive functioning (EF)--than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in…

For many years, researchers studied executive functions (EFs) in the laboratory with a focus on understanding an individual child's development and brain processes in a controlled environment. Building on this foundational research, there is a growing interest in EFs in the context of a child's dynamic, social world, and the contextual and…

This study examined a professional development (PD) intervention that provided kindergarten-through third-grade teachers with drama-based pedagogy to improve student reading achievement. The PD consisted of collaboration between teaching artists and teachers to integrate drama into English language arts instruction for a school year. Twenty-six…