When student achievement is assessed, we seek to elicit a student's maximum performance -- a goal requiring the assumption that the student is fully engaged. Otherwise, to the extent that disengagement occurs, test performance is likely to suffer. Effectively managing test-taking disengagement requires an understanding of the testing conditions…

This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage…

Among the many impacts of the Coronavirus disease (COVID-19) pandemic, one of the most dramatic was the immediate closure of in-person schooling in March/April 2020 when parents were faced with much greater responsibility in supporting their children's learning. Despite this, few studies have examined parents' own perspectives of this experience.…

Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…

The visual attention (VA) span deficit hypothesis was found successfully to account for variability in developmental dyslexia (Bosse, Tainturier & Valdois, 2007). We conducted a cross-sectional study on 417 typically developing children from first, third and fifth grades examining the role of VA span on the development of reading skills. A battery…