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Zebehazy, Kim T.; Wilton, Adam P. – Journal of Visual Impairment & Blindness, 2021
Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty…
Descriptors: Visual Impairments, Visual Aids, Reading, Difficulty Level
Lúcio, Patrícia Silva; Vandekerckhove, Joachim; Polanczyk, Guilherme V.; Cogo-Moreira, Hugo – Journal of Psychoeducational Assessment, 2021
The present study compares the fit of two- and three-parameter logistic (2PL and 3PL) models of item response theory in the performance of preschool children on the Raven's Colored Progressive Matrices. The test of Raven is widely used for evaluating nonverbal intelligence of factor g. Studies comparing models with real data are scarce on the…
Descriptors: Guessing (Tests), Item Response Theory, Test Validity, Preschool Children
Jeannette V. Garcia Coppersmith; Hannah Kleen; Cynthia Pollard; Heather C. Hill – Annenberg Institute for School Reform at Brown University, 2024
Teacher expectations and judgments about student capabilities are predictive of student achievement, yet such judgments may be influenced by salient dimensions of student identity and invite biases. Moreover, ambitious math teaching may also invite teacher biases due to the emphasis on student-generated inputs and ideas. In this pre-registered…
Descriptors: Mathematics Instruction, Racism, Hispanic American Students, African American Students
Simpson, Ian Craig; Moreno-Pérez, Francisco Javier; Rodríguez-Ortiz, Isabel de los Reyes; Valdés-Coronel, Marta; Saldaña, David – Reading and Writing: An Interdisciplinary Journal, 2020
Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be related to reading comprehension. However, the majority of studies have been carried out in English, and very few have explored these skills in monolingual Spanish speaking…
Descriptors: Morphology (Languages), Syntax, Reading Comprehension, Spanish Speaking
Yu, Liyan; Tong, Xiuhong – Reading and Writing: An Interdisciplinary Journal, 2022
This study examined the relations among family socialization, loneliness, linguistic skills, and reading comprehension in 78 Mandarin-speaking Chinese third graders with a mean age of 8.67 years old. The participants were administered a battery of tasks to assess their non-verbal intelligence, linguistic-skills, word reading, and Chinese reading…
Descriptors: Family Relationship, Socialization, Psychological Patterns, Language Skills
Mononen, Riikka; Niemivirta, Markku; Korhonen, Johan – International Electronic Journal of Elementary Education, 2022
This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children's (N = 206) numeracy, cognitive, and language skills were measured…
Descriptors: Mathematics Skills, Grade 1, Grade 3, Learning Problems
Bangert, Katherine; Scott, Kathleen Scaler; Adams, Charley; Kisenwether, Jessica S.; Giuffre, Lisa; Reed, Jenna; Thurman, Angela John; Abbeduto, Leonard; Klusek, Jessica – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Cluttering is a fluency disorder that has been noted clinically in individuals with fragile X syndrome (FXS). Yet, cluttering has not been systematically characterized in this population, hindering identification and intervention efforts. This study examined the rates of cluttering in male young adults with FXS using expert clinical…
Descriptors: Speech Impairments, Genetic Disorders, Congenital Impairments, Intellectual Disability
Wang, Li; Cao, Chen; Zhou, Xinlin; Qi, Chunxia – Applied Cognitive Psychology, 2022
Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years…
Descriptors: Spatial Ability, Mathematics Skills, Problem Solving, Transfer of Training
Tong, Xiuhong; Deng, Qinli; Tong, Shelley Xiuli – Annals of Dyslexia, 2022
This study examined whether syntactic awareness was related to reading comprehension difficulties in either first language (L1) Chinese or second language (L2) English, or both, among Hong Kong Chinese-English bilingual children. Parallel L1 and L2 metalinguistic and reading measures, including syntactic word-order, morphological awareness,…
Descriptors: Foreign Countries, Bilingual Students, Reading Comprehension, Reading Difficulties
Dündar-Coecke, Selma; Tolmie, Andrew; Schlottmann, Anne – British Journal of Educational Psychology, 2020
Background: Causes produce effects via underlying mechanisms that must be inferred from observable and unobservable structures. Preschoolers show sensitivity to mechanisms in machine-like systems with perceptually distinct causes and effects, but little is known about how children extend causal reasoning to the natural continuous processes studied…
Descriptors: Preschool Children, Logical Thinking, Elementary School Students, Scientific Concepts
Gardner-Neblett, Nicole – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Oral narrative, or storytelling, skills may constitute a linguistic strength for African American children, with implications for academic and social well-being. Despite this possibility, few studies have examined individual differences in oral narrative skill among African American children. To address this gap in the literature, this…
Descriptors: African American Students, Elementary School Students, Story Telling, Speech Skills
Muller, Kristen; Brady, Nancy C.; Fleming, Kandace K. – Autism: The International Journal of Research and Practice, 2022
The primary aim of this study was to evaluate and compare alternative modalities and stimuli used to measure receptive vocabulary skills in autistic children who are minimally verbal. This study systematically compared participants' outcomes on three different receptive vocabulary assessment conditions: a low-tech assessment that used a stimulus…
Descriptors: Receptive Language, Vocabulary, Autism Spectrum Disorders, Children
Song, Xue-Ke; So, Wing-Chee – Autism: The International Journal of Research and Practice, 2022
Studies of language development in children with autism spectrum disorder (ASD) have been primarily focused on the influence of child-based factors such as autism traits, IQ, and initial language skills. Yet the findings of these studies are inconclusive. There has, moreover, been little research compared the relative influences of child-based…
Descriptors: Autism Spectrum Disorders, Language Acquisition, Chinese, Preschool Children
Wynberg, Elizabeth R.; van der Wilt, Femke; Boland, Annerieke; Raijmakers, Maartje E. J.; van der Veen, Chiel – International Journal of Early Years Education, 2022
In early childhood, young children frequently engage in object-oriented play. According to cultural-historical activity theory, object-oriented play provides children with opportunities to learn about the characteristics and cultural applications of objects and materials. These characteristics are referred to as rules or affordances of objects and…
Descriptors: Case Studies, Play, Child Development, Learning Processes
Fleming, Danielle; Wilson, Mark; Ahlgrim-Delzell, Lynn – Psychology in the Schools, 2018
The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218-item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to…
Descriptors: Item Response Theory, Severe Intellectual Disability, Factor Analysis, Nonverbal Ability