Self-regulation forms the rudiments for children's academic achievement and socialization. Although one's executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one's own learning and behavior, young students' cognitive capacity for that is still immature influencing the…

It is common in intervention research to use measures of working memory either as an explanatory or a control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal…

Purpose: This study aimed to describe change in dual language learners' (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish. Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one…

Background: Math learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there…

Rural children are a largely understudied population in language and literacy research, despite the fact that these children often enter school with delays in their language development. Since most rural areas suffered from so-called selective rural outmigration, many parents in rural areas are lower or middle educated. The home literacy climate,…

The impact of music activity on children's motor and cognitive skills has been investigated with music learning, instrument lessons and classroom music. While none have employed natural utterances, singing games or playground/street songs, these musical experiences of childhood are acknowledged as a major platform for child development. The…

To investigate the impact which continuity in children's programs might have for children's longterm cognitive and noncognitive development, effects of a prekindergarten (PreK) program on children's performance was measured using two cognitive measures at the end of the subjects' first grade year. Staff development activities in selected districts…

A cross-sectional study of 292 first and fifth grade Negro and white children examined the relationship between environmental factors and performance test scores of verbal and cognitive ability. The socioeconomic status (SES) of each subject was determined and included in a deprivation index formed by obtaining a composite score for each subject…

Genetic involvement in specific verbal and spatial abilities and memory and perceptual speed was assessed using 163 adopted and 142 non-adopted 7-year-olds and their biological, adoptive, and non-adoptive parents. Results imply the existence of some genetic continuity from the early school years to adulthood for verbal and spatial abilities. (TJH)

This study investigated the sustained effects of Project Head Start for disadvantaged, black children in kindergarten and first grade. Participation in Head Start was compared to other forms of preschool experience and no preschool experience for disadvantaged children in two American cities in 1969-1970. Both preprogram background and cognitive…