Research on the development of academic skills: Introduction to the special issue on early literacy and early numeracy.

2000 ◽  
Vol 54 (2) ◽  
pp. 57-60 ◽  
Author(s):  
Jo-Anne Lefevre
Keyword(s):  
Early Literacy ◽  
Academic Skills ◽  
Special Issue ◽  
Early Numeracy

Improving Generalization of Academic Skills: Commentary on the Special Issue

2010 ◽  
Vol 19 (1) ◽  
pp. 106-115 ◽  
Author(s):  
Christopher H. Skinner ◽  
Edward J. Daly
Keyword(s):  
Academic Skills ◽  
Special Issue

Goodrich et al. Embedded Executive Function Strategy Instruction

2021 ◽  
Author(s):  
John Marc Goodrich ◽  
Peng Peng ◽  
Janet Bohaty ◽  
Lauren Thayer ◽  
Sergio Leiva
Keyword(s):  
Executive Function ◽  
Early Literacy ◽  
Literacy Instruction ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Control Group ◽  
Evidence Based ◽  
Treatment Groups ◽  
Function Strategy ◽  
Early Literacy Instruction

Prior research indicates that training aspects of executive function (EF; e.g., working memory) does not generalize beyond tasks that are closely aligned with the training (e.g., Melby-Lervåg & Hulme, 2013). However, such evaluations of training EF to improve performance in related areas of cognitive development (e.g., academic skills) have not utilized EF training paradigms in the context of evidence-based academic skills instruction. Therefore, the purpose of this pilot study was to evaluate the potential for embedding EF training within evidence-based early literacy instruction for young, at-risk dual language learners (DLLs). Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF training (EL+EF group). The EL+EF group significantly outperformed the BAU control group for two outcomes (vocabulary and syntax skills), and significantly outperformed the EL group on one outcome (syntax). Interaction effects suggested that early literacy instruction, regardless of embedded EF supports, was most effective for children with low pretest EF. In contrast, the added benefits of embedded EF training beyond the effects of early literacy instruction alone were largest for children with high pretest EF. Implications for academic-cognitive hybrid interventions are discussed.

scholarly journals Advancing food and agribusiness management research: IFAMA 2020 best papers

2021 ◽  
Vol 24 (6) ◽  
pp. 901-904
Author(s):  
Mustafa Hasanov ◽  
Jacques Trienekens ◽  
Wilfred Dolfsma
Keyword(s):  
Academic Skills ◽  
The United States ◽  
Management Research ◽  
Special Issue ◽  
Research Topics ◽  
World Congress ◽  
Business And Management ◽  
Management Issues ◽  
Management Scholarship

This Special Issue presents the seven best papers from the 30th IFAMA 2020 World Congress, reflecting the richness and quality of the agri-food business and management scholarship that IFAMA facilitates and promotes. They reveal the diversity of research topics and current practices related to the most pressing agri-food business and management issues. Whether the papers discuss vegetable producers cooperatives in Cambodia, innovation intermarries and enhancing collaboration in Sweden, or information nudges in ornamental plant labeling in the United States, the papers in this Special Issue illustrate the need for variegated professional and academic skills and expertise represented in IFAMA.

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