This study investigated the effects of WML and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Seventy-three fourth-grade students in New York City public schools completed the Digit Span-Backward task of the Wechsler Intelligence Scale for…

The goal of the paper was to investigate whether morphological units -- stems and suffixes -- influence orthographic processing by modulating visual attention demands to the task. Orthographic processing was measured with a visual one-back task requiring letters to be detected within pseudowords not including stems/suffixes, or containing real…

The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils…

Intelligence is a well-supported predictor of school achievement, however, it refers only to the cognitive facet of learning determinants. The aim of this article is to contrast the predictive properties of two comprehensive concepts developed within the actiotope model of giftedness (AMG) with that of intelligence. These concepts are educational…

Students' explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of…

We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities--namely, phonological awareness, rapid automatized naming, and phonological short-term memory--as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age =…

The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…

Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students'…

The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the…

The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding.…

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

Many recent studies have aimed to demonstrate that specific types of reading comprehension depend on different underlying cognitive abilities. In these studies, it is often implicitly assumed that reading comprehension is a multidimensional construct. The general aim of this study was to examine the dimensionality of a large pool of reading…

The focus of the present study was on the mediation and moderation effects of reading processes as evidenced from eye movements on the relation between cognitive and linguistic student characteristics (word decoding, vocabulary, comprehension skill, short-term memory, working memory, and nonverbal intelligence) and text comprehension. Forty 4th…

The purpose of the current study was to determine if the Reynolds Intellectual Assessment Scale (RIAS) scores, as standardized IQ scores, correlate with the children's judgments of their classmates' intelligence, as peer nomination scores, in terms of their power to identify intellectually superior children. Guess Who: Peer Nomination Form (GWPNF)…

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…