This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's…

In a cohort of kindergarten children in Ontario, Canada with Autism Spectrum Disorder (ASD) (n = 1522), we tested the association of age at ASD diagnosis and characteristics of (1) the child's primary care provider and, (2) the child using health administrative databases. We tested the association of primary care practice model and time from…

Although more is known about how general parenting practices predict social-emotional strengths in children, less research has looked at parent involvement in education and children's social-emotional strengths. This study examined the extent to which parent involvement, specifically home-based involvement, parent-teacher trust, and home-school…

This study delves into the complex dynamics of leadership within Alberta's K-12 education system, specifically focusing on the relationship between age, gender, maternity and parental leaves and women's career progression. Using an explanatory mixed-method approach, comprising a survey of 416 educational leaders and two focus groups of 20 women in…

There is now wide consensus that the quality of family relationships is involved in the development of child executive functioning (EF), a set of cognitive skills that bear critical importance for social and academic adjustment at school. This body of research has, however, focused almost exclusively on dyadic parent-child interactions and failed…

In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All…

This study investigated the effectiveness of the Full-Day Early Learning Kindergarten (FDELK) programme, which integrates play-based learning and team teaching, in promoting 32,027 kindergarteners' self-regulation (SR), literacy, and numeracy outcomes. Outcome measures derived from teacher reports of students' school readiness in the Early…

This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated…

Pedagogical shifts favouring collaborative learning and findings of recent studies have raised concerns regarding the claim that gifted students prefer to learn alone. The purpose of this study was to further investigate if, when and how high ability learners want to work with or without others. The distributions of 416 high ability students (n =…

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…

The paper analyzed children's perceptions of teasing within their real world peer relationships through participants' drawings and accompanying narratives. The case study research was approached from an ethic of listening to children to discover and uncover children's perceptions and experiences with the phenomenon of peer teasing. Fifteen…