Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade

AbstractAn awareness of school-related antecedents of children’s physiological stress at the beginning of school helps educators to prevent and mitigate children’s stress, the one of the major obstacles to their well-being and academic progress. We aimed to study the effect of reading skills and social competence on first-grade students’ salivary cortisol levels in natural settings. Based on previous results of the effects of everyday situations on children’s stress according to gender, we expected that both academic and social skills would affect girls’ physiological stress more, compared to boys. Our sample consisted of 277 students (7–8 years old, 50.2% girls). We used the highest salivary cortisol level of three morning samples and a cortisol level from the middle of the school day as physiological stress indicators. Reading skills were assessed by group-administered tests and social competence by teacher ratings. We found that lower reading comprehension skills and lower disruptiveness were related to higher cortisol levels for girls but not for boys. Higher empathy and lower disruptiveness moderated the effect of better reading comprehension on higher psychological stress in the middle of the school day only for girls. By recognizing the antecedents of children’s stress and supporting their academic and social skills, children’s, especially girls’, physiological self-regulation and coping skills in the primary grades will benefit.

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Unpacking the Relationship Between Preschool Social Skills and First Grade Academic Competence

PsycEXTRA Dataset ◽

10.1037/e584762012-134 ◽

2008 ◽

Author(s):

Brittany L. Rhoades ◽

Heather Kiernan Warren ◽

Mark T. Greenberg ◽

Celene E. Domitrovich

Keyword(s):

Social Skills ◽

First Grade ◽

Academic Competence ◽

The Relationship

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Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

Psychological Reports ◽

10.2466/pr0.1997.81.1.207 ◽

1997 ◽

Vol 81 (1) ◽

pp. 207-210 ◽

Cited By ~ 4

Author(s):

Jan Perney ◽

Darrell Morris ◽

Stamey Carter

Keyword(s):

Reading Comprehension ◽

Word Recognition ◽

Predictive Validity ◽

Reading Skills ◽

First Graders ◽

Early Reading ◽

First Grade ◽

Screening Instrument ◽

Moderate Amount ◽

School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

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The Impact of Reading Ability and Vocabulary at Age 5 and Personal Environment Variables of Children on First Grade Reading Comprehension Ability and Vocabulary

Korean Journal of Child Studies ◽

10.5723/kjcs.2011.32.6.123 ◽

2011 ◽

Vol 32 (6) ◽

pp. 123-139

Author(s):

Ki-Sook Lee ◽

Soon-Hwan Kim ◽

Jong-Won Jeong

Keyword(s):

Reading Comprehension ◽

Reading Ability ◽

First Grade ◽

Environment Variables ◽

Comprehension Ability ◽

The Impact ◽

Reading Comprehension Ability

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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

Child Development ◽

10.1111/cdev.12570 ◽

2016 ◽

Vol 87 (6) ◽

pp. 1813-1824 ◽

Cited By ~ 25

Author(s):

Carol McDonald Connor ◽

Stephanie L. Day ◽

Beth Phillips ◽

Nicole Sparapani ◽

Sarah W. Ingebrand ◽

...

Keyword(s):

Elementary School ◽

Reading Comprehension ◽

Self Regulation ◽

Semantic Knowledge ◽

Reciprocal Effects ◽

Early Elementary ◽

Early Elementary School

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Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

Council review ◽

10.1177/0014402918802801 ◽

2018 ◽

Vol 85 (2) ◽

pp. 229-247 ◽

Cited By ~ 1

Author(s):

Douglas Fuchs ◽

Devin M. Kearns ◽

Lynn S. Fuchs ◽

Amy M. Elleman ◽

Jennifer K. Gilbert ◽

...

Keyword(s):

Reading Comprehension ◽

Word Reading ◽

First Grade ◽

Component Analysis ◽

Teaching Reading ◽

Research And Practice ◽

Young Readers ◽

Moderator Analysis ◽

Treatment Interaction ◽

Better Than

Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students ( N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.

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The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

Reading Research Quarterly ◽

10.1598/rrq.42.4.5 ◽

2007 ◽

Vol 42 (4) ◽

pp. 546-567 ◽

Cited By ~ 112

Author(s):

BRANT W. RIEDEL

Keyword(s):

Reading Comprehension ◽

First Grade

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Project Based Learning in Literature: The Teacher’s New Role and the Development of Student’s Social Skills in Upper Secondary Education

Journal of Education and Learning ◽

10.5539/jel.v5n3p307 ◽

2016 ◽

Vol 5 (3) ◽

pp. 307

Author(s):

Despoina Styla ◽

Aikaterini Michalopoulou

Keyword(s):

Social Skills ◽

First Grade ◽

Project Based Learning ◽

Low Level ◽

Upper Secondary Education ◽

Project Method ◽

Methodological Triangulation ◽

The Social ◽

Upper Secondary

<p>The present research examines the project method, as it is met at the new curriculum of literature in the first Grade of Greek high schools and the effectiveness of it and of the teacher’s role at the development of social skills, of students with low level. At first it is made an effort to measure that level at the beginning of the literature lessons, by giving to 381 students a questionnaire to answer about themselves and to their 13 teachers a questionnaire to answer about their student’s social skills. The investigation was made with methodological triangulation. We observed at the beginning and at the end of the semester the 42 students who were found to have low level of social skills. Also we interviewed their 13 teachers about the way they organized their lessons. Moreover we interviewed the 42 students about the role of their teachers and if the teachers helped them to increase their social skills. At the end of the semester we gave the same questionnaire both to the 42 students and their teachers (post-tests). The comparison of the pre and post tests and the data processing of the observations and the interviews, show an increase of student’s social skills. Those results are important because of the following reasons: first of all the majority of the investigations examine the results of project method at the “territory” of cognition and not at the “territory” of social skills and secondly the majority of the investigations focuse on the social skills of disabled children.</p>

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The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

Journal of Learning Disabilities ◽

10.1177/0022219411407864 ◽

2011 ◽

Vol 44 (4) ◽

pp. 339-347 ◽

Cited By ~ 43

Author(s):

Douglas Fuchs ◽

Donald L. Compton ◽

Lynn S. Fuchs ◽

Bobette Bouton ◽

Erin Caffrey

Keyword(s):

Reading Comprehension ◽

Predictive Validity ◽

Phonemic Awareness ◽

Fixed Effects ◽

Word Identification ◽

Dynamic Assessment ◽

First Grade ◽

Rapid Automatized Naming ◽

Impulsive Behavior ◽

Alphabetic Knowledge

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

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