Instructing First-Grade Children on Patterning Improves Reading and Mathematics

2013 ◽  
Vol 25 (1) ◽  
pp. 134-151 ◽  
Author(s):  
Julie K. Kidd ◽  
Robert Pasnak ◽  
K. Marinka Gadzichowski ◽  
Debbie A. Gallington ◽  
Patrick McKnight ◽  
...  
Keyword(s):  
First Grade ◽  
And Mathematics ◽  
Reading And Mathematics

Elementary school teachers adapt their instructional support according to students’ academic skills

2015 ◽  
Vol 39 (5) ◽  
pp. 391-401 ◽  
Author(s):  
Noona Kiuru ◽  
Jari-Erik Nurmi ◽  
Esko Leskinen ◽  
Minna Torppa ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Elementary School Teachers ◽  
Instructional Support ◽  
Subsequent Development ◽  
First Grade ◽  
Academic Skills ◽  
Second Grade ◽  
Math Skills ◽  
Reading And Math ◽  
And Mathematics ◽  
Reading And Mathematics

This study examined the longitudinal associations between children’s academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they gave each child in reading and mathematics. The results showed that the poorer the student’s reading and math skills were, the more support and attention the student received from his or her teacher later on. However, instructional support did not contribute positively to the subsequent development of the students’ academic skills. The person-oriented analyses showed that a relatively small group of children, that is, those showing the poorest academic skills, received the largest dose of teacher support, both with respect to reading and mathematics.

Multiple Pathways to Early Academic Achievement

2004 ◽  
Vol 74 (1) ◽  
pp. 1-29 ◽  
Author(s):  
NICHD EARLY CHILD CARE RESEARCH NETWORK
Keyword(s):  
Child Care ◽  
Youth Development ◽  
Structural Model ◽  
Transition Period ◽  
First Grade ◽  
Research Network ◽  
Early Child ◽  
Early Child Care ◽  
And Mathematics ◽  
Reading And Mathematics

Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts independently contributed to children's academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children's reading and mathematics skills.

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