The consistency and cognitive predictors of children's oral language, reading, and math learning profiles

This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.

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Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

Journal of Learning Disabilities ◽

10.1177/0022219415618500 ◽

2016 ◽

Vol 50 (4) ◽

pp. 408-421 ◽

Cited By ~ 31

Author(s):

Robin L. Peterson ◽

Richard Boada ◽

Lauren M. McGrath ◽

Erik G. Willcutt ◽

Richard K. Olson ◽

...

Keyword(s):

Word Reading ◽

Older Children ◽

Verbal Comprehension ◽

Math Ability ◽

Cognitive Predictors ◽

Hyperactivity Disorder ◽

Math Disability ◽

Reading And Math ◽

Predictor Model ◽

Executive Functioning Skills

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

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Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

PLoS ONE ◽

10.1371/journal.pone.0077463 ◽

2013 ◽

Vol 8 (10) ◽

pp. e77463 ◽

Cited By ~ 26

Author(s):

Lisa M. D. Archibald ◽

Janis Oram Cardy ◽

Marc F. Joanisse ◽

Daniel Ansari

Keyword(s):

School Age Children ◽

School Age ◽

Math Learning ◽

Epidemiological Sample ◽

Reading And Math

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Early-Grade Retention and Children’s Reading and Math Learning in Elementary Years

Educational Evaluation and Policy Analysis ◽

10.3102/0162373707309073 ◽

2007 ◽

Vol 29 (4) ◽

pp. 239-261 ◽

Cited By ~ 39

Author(s):

Guanglei Hong ◽

Bing Yu

Keyword(s):

Behavioral Problems ◽

Grade Retention ◽

Intervention Strategy ◽

First Grade ◽

Negative Effects ◽

Math Learning ◽

Elementary Years ◽

Kindergarten Retention ◽

Reading And Math ◽

Early Grade

Many schools have adopted early-grade retention as an intervention strategy for children displaying academic or behavioral problems. Previous analyses of the Early Childhood Longitudinal Study Kindergarten Cohort data have found evidence of negative effects of kindergarten retention on academic learning during the repeated year. Will kindergarten retainees recover their lost ground and excel in the long run? What are the effects of first grade retention? According to the analytic results of this study, the negative effects of kindergarten retention on retainees’ reading and math outcomes at the end of the treatment year substantially fade by fifth grade. Meanwhile, first grade retention shows negative effects that stay almost constant from 1 year after treatment to 3 years later. In general, we find no evidence that early-grade retention brings benefits to the retainees’ reading and math learning toward the end of the elementary years.

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Cognitive predictors of reading and math achievement among gifted referrals.

School Psychology Quarterly ◽

10.1037/a0029941 ◽

2012 ◽

Vol 27 (3) ◽

pp. 144-153 ◽

Cited By ~ 8

Author(s):

Ellen W. Rowe ◽

Cristin Miller ◽

Lauren A. Ebenstein ◽

Dawna F. Thompson

Keyword(s):

Math Achievement ◽

Cognitive Predictors ◽

Reading And Math

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An Approach to Mainstreaming Language-Disabled Children in the Elementary School

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0901.17 ◽

1978 ◽

Vol 9 (1) ◽

pp. 17-23

Author(s):

Karen Navratil ◽

Margie Petrasek

Keyword(s):

Elementary School ◽

Public Schools ◽

Oral Language ◽

School Age Children ◽

Montgomery County ◽

Elementary School Age ◽

Language Classrooms ◽

Language Pathology ◽

General Goal ◽

Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-19-00063 ◽

2020 ◽

Vol 51 (3) ◽

pp. 807-820

Author(s):

Lena G. Caesar ◽

Marie Kerins

Keyword(s):

African American ◽

Multiple Regression ◽

Oral Language ◽

East Coast ◽

Geographic Region ◽

Literacy Skills ◽

School Age ◽

Regression Analyses ◽

Geographic Regions ◽

American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

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Oral Language Behavior of Older Cerebral Palsied Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.0704.349 ◽

1964 ◽

Vol 7 (4) ◽

pp. 349-359 ◽

Cited By ~ 3

Author(s):

Russell J. Love

Keyword(s):

Oral Language ◽

Economic Status ◽

Educational Background ◽

Socio Economic Status ◽

Language Behavior ◽

Hearing Acuity

A battery of six tests assessing various aspects of receptive and expressive oral language was administered to 27 cerebral palsied children and controls matched on the variables of age, intelligence, sex, race, hearing acuity, socio-economic status, and similarity of educational background. Results indicated only minimal differences between groups. Signs of deviancy in language behavior often attributed to the cerebral palsied were not observed. Although previous investigators have suggested consistent language disturbances in the cerebral palsied, evidence for a disorder of comprehension and formulation of oral symobls was not found.

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