Background: Providing students with worked out problem solutions is a beneficial instructional technique in STEM disciplines, and studying examples that have been worked out incorrectly may be especially helpful for reducing misconceptions in students with low prior content knowledge. However, past results are inconclusive and the effects of…

This study examines the impact of the College, Career, and Community Writers Program (C3WP) on upper-elementary students' first draft writing quality, addressing the challenges teachers face in providing timely and effective feedback on extensive student writing, particularly in spelling, grammar, mechanics, and cohesion. The hypothesis posits…

The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by manipulating teachers' error handling strategies. Through a pre-post experimental design, teachers' error handling strategies were manipulated during a fictitious lesson in the primary school context.…

This report sets out the findings of the technical development work completed as part of the Use Cases for Generative AI in Education project, commissioned by the Department for Education (DfE) in September 2023. It has been published alongside the User Research Report, which sets out the findings from the ongoing user engagement activity…

Learning from errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning…

This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a…

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree…

We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors…

Tip-of-the-tongue (TOT) responses on a picture-naming task were used to test the hypothesis that dyslexia involves phonological, but not semantic, processing deficits. Participants included 16 children with dyslexia and 31 control children between 8 and 10 years of age who did not differ in receptive vocabulary. As hypothesized, children with…