The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in…

LXD Research analyzed data from 945 students in kindergarten who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonological Awareness (PA) Lessons Deluxe Package as an intervention in CA in Fall 2021. The product is a Tier 2 or Tier 3 intervention for grades K-2 that includes lessons and…

This study assessed differences in fathers' roles and involvements in children's development and learning in Tanzania. It compared fathers' socio-economic statuses and their implications on children's various indicators of learning attainments. A total of 400 fathers and 400 pre-primary and early grades children aged between 5 and 7 years -- 100…

Latinos comprise a significant portion of the total school enrollment in the U.S., and an increasing share of Latinos are pursuing higher education today. However, Latino students still face many educational barriers, and research has repeatedly demonstrated that Latino children lag their peers in terms of their academic achievement. In addition,…

Across the U.S., educators face a common challenge: How can we help all students become strong readers and writers? In the author's state of Tennessee, many educators believe they have a reading crisis. Two-thirds of 3rd graders do not read and write on grade level as measured by the statewide assessment (Tennessee Department of Education, 2019a).…

This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than…

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement. Yet in the United States, ELs' reading achievement continues to lag behind that of their English-proficient peers. In this…

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain…

Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In…

Research in developmental psychology often contains samples where education and income are highly related. This study examines characteristics of low-income families who have at least one parent with a college education and how their children's achievement and parenting practices compare to other types of families. Using the Early Childhood…

A balanced assessment system is vital to the instructional process in all schools. This system includes both formative and summative assessment measures. Both assessments provide data that can inform curriculum design and the instructional process. The purpose of this study was to examine the predicative validity of formative diagnostic and…

Considerable evidence supports that close to two thirds of all fourth-grade students read at less than adequate levels on reading achievement tests and that the problem has persisted for decades. This study of 1,064 third-grade students at risk for reading failure uses path analytic techniques to measure a hypothesized model linking developmental…

Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and/or ADHD are related to difficulties in reading, writing, and mathematics. Using the data from a large…

Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in…

We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…