Self-regulation forms the rudiments for children's academic achievement and socialization. Although one's executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one's own learning and behavior, young students' cognitive capacity for that is still immature influencing the…

It has long been suggested that contextual facilitation effects (hereafter, context effects) reflect the interaction between the construction of an internal representation of context and the processing of a semantically related word (Kuperberg & Jaeger, 2016; Stanovich, 1980). Listening and reading studies have constantly replicated the…

Performance on a range of spatial and mathematics tasks was measured in a sample of 1592 students in kindergarten, third grade, and sixth grade. In a previously published analysis of these data, performance was analyzed by grade only. In the present analyses, we examined whether the relations between spatial skill and mathematics skill differed…

The purpose of this longitudinal study was to critically evaluate the updated Turkish reading curricula to determine whether they enable teachers to design instructional sequences that are highly cognitively demanding. This study was designed as a qualitative inquiry using document analysis to estimate the pedagogically oriented intellectual…

General cognitive and specific numerical abilities that underlay mathematical performance have been heavily investigated among hearing students; however, the inquiry has rarely been applied to students who are deaf or hard-of-hearing (d/Dhh). We examined whether general cognitive abilities (i.e. nonverbal IQ, processing speed, and spatial ability)…

Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16…

Growth in working memory capacity, the number of items kept active in mind, is thought to be an important aspect of childhood cognitive development. Here, we focused on participants' awareness of the contents of their working memory, or "meta-working memory," which seems important because people can put cognitive abilities to best use…

This study examined the reading comprehension profiles, and the related linguistic and cognitive skills, of 146 Chinese students in Grades 3-9 who are deaf or hard of hearing (d/Dhh). Employing a rigorous regression approach, the current study identified 19 unexpected poor comprehenders, 24 expected average comprehenders, and 16 unexpected good…

Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps…

This study examined cognitive precursors of hierarchical mathematical development. Six-year-old children (n = 258) were assessed on number skills, cognitive skills, and arithmetic 1 year prior to school entry. Skills in advanced arithmetic and advanced mathematics were assessed in Grades 3 and 6, respectively. Path analyses were computed and…

In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to…

In this study, through the observation of mathematically promising students in regular classrooms, relevant learning environments and the learning needs of promising students, teacher approaches and teaching methods, and the differences between the promising students and their normal ability peers in the same classroom were investigated.…

Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…

The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students' motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading comprehension scores of…

The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological…