Knowledge about one's own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative metacognitive knowledge and their…

In this article we present a new method for estimating children's total vocabulary size based on a language corpus in German. We drew a virtual sample of different lexicon sizes from a corpus and let the virtual sample "take" a vocabulary test by comparing whether the items were included in the virtual lexicons or not. This enabled us to…

Theories of multilingual language learning often assume that previous language learning experiences in at least two languages provide advantages for additional language learning. Other research emphasises the importance of general cognitive abilities as predictors of language learning. We test whether a set of predictions based on a multilingual…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

Two explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on…

New findings are presented for children in Grades 1 to 9 who qualified their families for a multigenerational family genetics study of dyslexia (impaired word decoding/spelling) who had either superior verbal reasoning ("n" = 33 at or above 1 2/3 standard deviation, superior or better range; 19% of these children) or average verbal…

Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…

The purpose of this study is to reveal the extent to which the sources of 6th- 8th grade students' self-efficacy beliefs predict their self-efficacy beliefs for learning and performance. The study is correlational and was conducted on a total of 1049 students during the fall term of the educational year 2010-2011. The data of the study were…

The purpose of this study was to examine the existence and strength of relationships between students' cognitive skills and mathematical problem-solving performance. Specifically, relationships between students' verbal, spatial, and analytical skills and their problem-solving performance on items that require a verbal response, items…

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N =…

The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative…

The association between fluid intelligence and inter-individual differences was investigated using multilevel growth curve modeling applied to data measuring intra-individual improvement on math achievement tests. A sample of 166 students (88 boys and 78 girls), ranging in age from 11 to 14 (M = 12.3, SD = 0.64), was tested. These individuals took…

Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions…

This study investigated some of the underlying factors that may relate to and predict the reading comprehension of children in fourth through eighth grade (N = 47). A subset of these children previously had been diagnosed with autism spectrum disorders (ASD; n = 10); the remainder are classified as typically-developing (n = 37). The participants…