Most researchers have studied students' academic self-concept within native language and mathematics, indicating the multidimensional nature of academic self-concept. However, there is a shortage of studies that examined the twofold multidimensional structure of verbal self-concept within the internal/external frame of reference (I/E) model of two…

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…

The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign…

Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of…

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…

Despite its increasing popularity and adoption across Europe, Content and Language Integrated Learning (CLIL) is not without its critics. It has been argued that CLIL programmes are highly selective, that is, the students possess more favourable learning prerequisites than their monolingually taught peers. The present study contributes to this…

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…

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 =…

This study investigated the reading behavior of 15-year-old students while reading texts and answering corresponding multiple-choice questions. The availability of the texts during question answering was manipulated experimentally. Allocation of resources to several cognitive processes at the word, sentence, and text level was measured by…

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 current study introduced a new method to investigate the prevalence and correlates of significant imbalances in the relative accuracy with which eighth-graders read nonwords (e.g., "prauma") and exception words (e.g., "vaccine"). Substantial proportions of students showed imbalanced word-reading profiles, but these were…

Investigates the effects of verbal fluency and curiosity in deductive or inductive treatment on tests dealing with various species interactions. Reports that neither psychomoter or written curiosity measures interacted significantly with any of the treatments and that eighth graders with good verbal ability did significantly better in the…