Transition Assessment and Goal Generator (TAGG): Useful Tool to Assess Non-academic Skills

2020 ◽  
pp. 263-281
Author(s):  
Amber E. McConnell ◽  
Kendra L. Williams-Diehm ◽  
Tracy Sinclair ◽  
Andrea Suk ◽  
Donna Willis
Keyword(s):  
Academic Skills

Scaling adaptive forms for growth tracking in early academic skills

2008 ◽  
Author(s):  
Pui-Wa Lei ◽  
James C. Diperna ◽  
Paul L. Morgan ◽  
Qiong Wu ◽  
Kirsten Hochstedt
Keyword(s):  
Academic Skills

Using early indicators of academic risk to predict academic skills and socioemotional functioning at age 10.

2018 ◽  
Vol 110 (4) ◽  
pp. 483-501 ◽  
Author(s):  
Hyun-Joo Jeon ◽  
Shavaun M. Wall ◽  
Carla A. Peterson ◽  
Gayle J. Luze ◽  
Mark E. Swanson
Keyword(s):  
Academic Skills ◽  
Academic Risk ◽  
Socioemotional Functioning ◽  
Early Indicators

School and Student Variables Affecting the Student's Basic Academic Skills

2011 ◽  
Vol 14 (1) ◽  
pp. 151-176
Author(s):  
Hwajin Yi ◽  
Tae-eun Kim ◽  
Sangchul Oh ◽  
Soeng-Yul Kim ◽  
So-Young Park
Keyword(s):  
Academic Skills

Academic Skills for Interdisciplinary Studies

2019 ◽  
Author(s):  
Koen van der Gaast ◽  
Laura Koenders ◽  
Ger Post
Keyword(s):  
Academic Skills ◽  
Interdisciplinary Studies

scholarly journals Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries

2021 ◽  
pp. 1-8
Author(s):  
Matthew E. Fasano-McCarron ◽  
Jane Holmes Bernstein ◽  
Deborah P. Waber ◽  
Jane W. Newburger ◽  
David R. DeMaso ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Academic Skills ◽  
Spatial Problem ◽  
Complex Figure ◽  
Visual Spatial ◽  
Dependent Variables ◽  
Individual Achievement ◽  
And Mathematics ◽  
Problem Solving Task

Abstract Objective: This study examined longitudinal associations between performance on the Rey–Osterrieth Complex Figure–Developmental Scoring System (ROCF-DSS) at 8 years of age and academic outcomes at 16 years of age in 133 children with dextro-transposition of the great arteries (d-TGA). Method: The ROCF-DSS was administered at the age of 8 and the Wechsler Individual Achievement Test, First and Second Edition (WIAT/WIAT-II) at the ages of 8 and 16, respectively. ROCF-DSS protocols were classified by Organization (Organized/Disorganized) and Style (Part-oriented/Holistic). Two-way univariate (ROCF-DSS Organization × Style) ANCOVAs were computed with 16-year academic outcomes as the dependent variables and socioeconomic status (SES) as the covariate. Results: The Organization × Style interaction was not statistically significant. However, ROCF-DSS Organization at 8 years was significantly associated with Reading, Math, Associative, and Assembled academic skills at 16 years, with better organization predicting better academic performance. Conclusions: Performance on the ROCF-DSS, a complex visual-spatial problem-solving task, in children with d-TGA can forecast academic performance in both reading and mathematics nearly a decade later. These findings may have implications for identifying risk in children with other medical and neurodevelopmental disorders affecting brain development.

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

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