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Direct linkKing, Brian; Radley, Keith C.; Jenson, William R.; O'Neill, Robert E. – School Psychology Quarterly, 2017
The present study tested the efficacy of the On-Task in a Box program for increasing on-task behavior and academic accuracy of highly off-task students. Six students in 2nd and 3rd grades were identified by their classroom teacher as highly off-task. Following identification, the students participated in the On-Task in a Box intervention. Results…
Descriptors: Intervention, Academic Achievement, Grade 2, Grade 3
Gnaedinger, Emily K.; Hund, Alycia M.; Hesson-McInnis, Matthew S. – Mind, Brain, and Education, 2016
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card-sorting tasks to measure general and…
Descriptors: Elementary School Students, Reading Strategies, Reading Comprehension, Cognitive Processes
Hu, Weiping; Jia, Xiaojuan; Plucker, Jonathan A.; Shan, Xinxin – Roeper Review, 2016
Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…
Descriptors: Elementary School Students, Learning Motivation, Critical Thinking, Thinking Skills
