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1.
Clotilde Pontecorvo Margherita Orsolini Cristina Zucchermaglio 《Infancia y Aprendizaje》2013,36(47):37-54
AbstractThe aim of this study is to test developmental changes in metalinguistic skills in primary school children, using the distinction proposed by Bialystock (1986) between «analyzed knowledge» and «executive control», as two components of metalinguistic awareness involved in different tasks. 60 first, second and third grade children were individually interviewed on two tasks. In the first task (guided word substitution) children were asked to substitute an underlined word with five alternatives, thus producing new sentences to be judged on their semantic and/or morpho-syntactical acceptability. In the second task (free word substitution), children have to find out the word that can be cancelled and substituted with a new one. In both tasks children have to express an acceptability judgement, giving reasons for it. Each subject receives two scores for each task. Results from two-way Anova show that the «control» component does not change much, while the «analyzed knowledge» changes significantly, although also third grade children are more aware of semantic than of morpho-syntactic features of language. 相似文献
2.
Gaïd Le Maner-Idrissi Virginie Dardier Cécile Pajon Géraldine Tan-Bescond Kristell David Michel Deleau Benoit Godey 《European Journal of Psychology of Education - EJPE》2010,25(3):265-279
Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring
knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral
profound deafness to improve their use of verbal language, so that their communication skill profile resembled that of younger,
hearing children. Using conversation samples taken from videos recorded every 6 months over a 2-year period, we monitored
the development of communication skills in a group of 18 prelingually profoundly deaf children (mean implantation age, 3 years
and 5 months). Results corroborated our hypothesis that the overall communication performances of children with cochlear implants
improve, both quantitatively and qualitatively, as early as the first year post-implantation. 相似文献
3.
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
4.
Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists. 相似文献
5.
The purpose of the present study was to examine associations among children’s emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children’s emergent literacy, EF, and invented spelling skills, this study investigated associations among children’s growth in these targeted skills and explored potential indirect effects from children’s EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children’s phonological awareness was the only early reading skill predictive of later invented spelling skills. Children’s EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children’s residual scores suggested that children’s EF skill at the beginning of the semester was predictive of their later invented spelling skills through children’s letter-sound knowledge. 相似文献
6.
Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, relational language predicted later number relation skills, specifically number line estimation, β = .30. Relational language did not differentially predict number line estimation performance in children with low or high number relation skills, likely due to the restricted ranges of data within subgroups. Number relation skills, specifically number line estimation and number ordering, may be a pathway between relational language and mathematical skills. 相似文献
7.
Are children’s understanding of mental states (understanding of mind) related to their notating skills, that is, their ability
to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners
were presented with a dictation task where they produced some written marks and were later asked to read them back. Understanding
of mind was assessed using two tasks. Children’s name-writing and language skills were assessed as covariates. Children’s
understanding of their own and other’s mental states was associated with their notating skills. Findings are discussed in
light of the reciprocal writer-reader relation: keeping an audience in mind when writing and a writer in mind when reading.
This reciprocal relation is central to writing and reading development. 相似文献
8.
The focus of the present study is on the developmental antecedents of domain-general experimentation skills. We hypothesized that false-belief understanding would predict the ability to distinguish a conclusive from an inconclusive experiment. We conducted a longitudinal study with two assessment points (t1 and t2) to investigate this hypothesis. As language, executive functioning, working memory, and intelligence have been discussed as potential influencing factors in theory of mind and scientific reasoning development, we included measures of these abilities as control variables. We recruited 161 preschool children (73 girls and 88 boys); we administered a false-belief task, an experimentation task, and the control variables at t1 when the children were 4 years old. We repeated the false-belief and experimentation tasks at t2 when the children were 5 years old. Our results show that children who solved the false-belief task correctly at age 4 were more likely to solve the experimentation task correctly at age 5, but not vice versa, even after controlling for the influence of language, executive functioning, working memory, and intelligence. The implications of these results on theories about the development of scientific reasoning and for science education concepts for young children are briefly discussed. 相似文献
9.
Carla L. Wood Clariebelle M. Gabas 《Educational research; a review for teachers and all concerned with progress in education》2017,59(4):408-425
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children. 相似文献
10.
Promoting young children’s interpersonal safety knowledge, intentions confidence and skills is the goal of many child maltreatment prevention programs; however, evaluation of their effectiveness has been limited. In this study, a randomized controlled trial was conducted examining the effectiveness of the Australian protective behaviors program, Learn to be safe with Emmy and friends™ compared to a waitlist condition. In total, 611 Australian children in Grade 1 (5–7 years; 50% male) participated, with assessments at Pre-intervention, Post-intervention and a 6-month follow-up. This study also included a novel assessment of interpersonal safety skills through the Observed Protective Behaviors Test (OPBT). Analyses showed participating in Learn to be safe with Emmy and friends™ was effective post-program in improving interpersonal safety knowledge (child and parent-rated) and parent-rated interpersonal safety skills. These benefits were retained at the 6-month follow-up, with participating children also reporting increased disclosure confidence. However, Learn to be safe with Emmy and friends™ participation did not significantly impact children’s disclosure intentions, safety identification skills, or interpersonal safety skills as measured by the OPBT. Future research may seek to evaluate the effect of further parent and teacher integration into training methods and increased use of behavioral rehearsal and modelling to more effectively target specific disclosure intentions and skills. 相似文献
11.
《Education 3-13》2012,40(1):37-53
ABSTRACTThis article focuses on the beliefs of primary school children aged 7–11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school governors, believing EP enabled them to acquire numerous NCS, including most emotional intelligence competences, but excluding social skills related to locus of control. Findings support the argument that EP affording NCS development may enhance academic achievement, indicating that NCS development embedded in primary curricula may also benefit academic achievement. 相似文献
12.
《Early childhood research quarterly》1999,14(2):229-242
This study examined the relationships between parent and teacher and between mother and father SSRS reports of 134 urban Head Start children to assess the cross-informant capacity of the SSRS. The findings documented an insignificant relationship between parent and teacher SSRS ratings of children’s social competence. The results revealed significant congruence between SSRS ratings of mothers and fathers. Mothers and fathers who reported higher levels of sharing childcare responsibilities evidenced higher levels of agreement on SSRS ratings of children. This study discusses the importance of Head Start staff, parent, and research partnerships for developing scales that have the capacity to foster home-school communications about children. 相似文献
13.
We examine the extent to which executive functions (EFs), as opposed to other cognitive skills, account for socioeconomically based disparities in school readiness. Participants are 226 American children (aged 36–71 months) enrolled in either needs-based or private preschools. Children completed 6 tasks designed to measure EFs as well as assessments of general intelligence and speed of cognitive processing. Children were also assessed on math, reading, and vocabulary skills. EFs accounted for unique variance across all academic measures even when controlling for speed of processing and general intelligence and partially accounted for disparities in school readiness associated with type of preschool enrollment. When vocabulary was controlled in the model, EFs only mediated associations between type of preschool and math. Vocabulary skills accounted for associations between socioeconomic status and both math and reading achievement. General intelligence and speed of processing did not uniquely account for associations between disadvantage and school readiness. 相似文献
14.
Eija Pakarinen Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Martti Siekkinen Jari‐Erik Nurmi 《教育心理学》2011,31(1):37-53
This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom. 相似文献
15.
This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children’s literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times – at the beginning and the end of Grade 1 and at the end of Grade 2. Better literacy skills predicted higher persistence in completing school tasks and, correspondingly, higher persistence was related to better subsequent skills. Also, lower task persistence at the end of Grade 1 corresponded to more frequent academic help from mothers in Grade 2. Moreover, children’s literacy skills predicted mother’s later academic help via task persistence: the lower the children’s literacy skills were, the less task persistence children exhibited, and the more mothers engaged in academic help later on. 相似文献
16.
Panagiotis Kosmas Andri Ioannou Panayiotis Zaphiris 《Educational Media International》2019,56(1):59-74
The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children’s active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children’s cognitive and academic performance, general learning analytics from games’ usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children’s cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment. 相似文献
17.
Prior studies have shown that the variables described in the Opportunity–Propensity (O–P) Framework have successfully accounted for the mathematics and science achievement of students in grades 1–3 and 8–12. The two goals of the present study were to (1) determine whether the O–P Framework could also account for individual differences in the early mathematics skills of low-income, pre-kindergarten children and (2) determine whether latent variables constructed from measured variables would account for performance in the manner specified in the O–P model. The O–P Framework assumes that high achievement in mathematics is a function of three categories of factors: (a) antecedent factors, variables that operate early in a child’s life and explain the emergence of opportunities and propensities, (b) opportunity factors, variables that measure a child’s opportunity to learn mathematics content at home and school, and (c) propensity factors, variables that capture a child’s propensity for learning in terms of self-regulation, motivation, and prior cognitive skills. To test the fit of this model for low-income children during the year before they attend kindergarten, the authors conducted a secondary analysis of achievement and background data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort data set. Structural equation modeling indicated significant associations between the antecedent factor, opportunity factor, and propensity factor, and between the opportunity factor and pre-kindergarten mathematics achievement. The results confirmed the fit of the model and identified the kinds of learning experiences that could promote the acquisition of mathematics skills in low-income children and improve their readiness to learn in first grade and beyond. 相似文献
18.
Michael Wigelsworth Afroditi Kalambouka Ann Lendrum 《Educational Psychology in Practice》2010,26(2):173-186
Recent policy developments (such as the Children’s Plan) and the introduction of a new national strategy (the Social and Emotional Aspects of Learning programme) have re‐emphasised the importance of social and emotional skills in educational contexts. As such, educational psychologists are increasingly likely to be involved in the measurement of social and emotional skills, either as part of their case‐work or through research. They may also be asked to provide advice to schools looking to evaluate certain aspects of their practice in this area. The aim of this paper is to provide a discussion of key issues in the measurement of social and emotional skills in children and adolescents. These include: difficulties with the underlying theory and frameworks for social and emotional skills, inconsistent terminology, the scope and distinctiveness of available measures, psychometric properties, and more practical issues such as the type of respondent, location and purpose of measurement. The paper concludes with a call for more research and the further development of appropriate measures. 相似文献
19.
The aim of the study was to examine the extent to which contextual factors predict children’s mathematics skills in different cognitive domains. The sample consisted of 1734 students from 26 Estonian- and 17 Russian-language schools in Estonia. Mathematics and non-verbal reasoning tests were carried out at the beginning of the third grade. In addition, teachers were asked about their classroom management practices. The results of multilevel modelling showed that applying supportive practices in the classroom contributes to higher achievement in mathematics. Teachers from Estonian- and Russian-language schools were also found to differ with regard to their management practices, and these practices were shown to have different effects on children in Estonian- and Russian-language schools in terms of mathematics achievement. 相似文献
20.
This paper examines experiences with ‘skills development’ in South Africa to contribute to broader debates about ‘skills’ and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a ‘self-help’ agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called ‘market-led’ vocational education. 相似文献