Rhythm and reading development in school-age children: a longitudinal study

2007 ◽  
Vol 30 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Dana David ◽  
Lesly Wade-Woolley ◽  
John R. Kirby ◽  
Katharine Smithrim
Keyword(s):  
Longitudinal Study ◽  
Reading Development ◽  
School Age Children ◽  
School Age

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

Reading Development in Children With Nonsyndromic Cleft Palate With or Without Cleft Lip: Meta-analysis and Systematic Review

2021 ◽  
pp. 105566562110398
Author(s):  
Hope Sparks Lancaster ◽  
Kari M. Lien ◽  
Jordan Haas ◽  
Paige Ellis ◽  
Nancy J. Scherer
Keyword(s):  
Systematic Review ◽  
Cleft Palate ◽  
Phonological Awareness ◽  
Cleft Lip ◽  
Meta Analysis ◽  
Reading Development ◽  
Effect Sizes ◽  
School Age Children ◽  
School Age ◽  
Word Decoding

Objective We conducted a meta-analysis and systematic review of literature comparing pre-reading and general reading in school-age children with nonsyndromic cleft palate with or without cleft lip (NSCP/L) to their peers without NSCP/L. Methods Our literature search identified 1238 possible records. After screening we identified 11 samples for inclusion for systematic review and eight for meta-analysis. We compared 292 children with NSCP/L to 311 peers for 23 pre-reading effect sizes and 17 general reading effect sizes (EFg). We conducted a random-effects metaregression using robust variance estimation. Results On average school-age children with NSCP/L scored lower on pre-reading (EFg = −0.36) and general reading measures (EFg = −0.38) compared to their peers. We conducted post-hoc analyses on phonological awareness and word decoding effect sizes; children with NSCP/L performed lower on phonological awareness (EFg = −0.22) and word decoding (EFg = −0.39) compared to their peers. There was weak evidence that hearing status and/or speech-language functioning might moderate reading development. There was limited evidence that age or socioeconomic status moderated reading development. However, samples did not consistently report several characteristics that were coded for this project. Conclusions Our findings suggest that school-age children with NSCP/L have persistent reading problems. Further research is needed to explore reading development in children with NSCP/L, as well as the relationships among hearing, speech, language, and reading development.

Sex Differences in the Performance of School Children

1972 ◽  
Vol 17 (4) ◽  
pp. 273-278
Author(s):  
Eva P. Lester ◽  
Stephanie Dudek ◽  
Roy C. Muir
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Longitudinal Study ◽  
School Age Children ◽  
School Age ◽  
Motor Ability ◽  
Sex Typing ◽  
Female Children ◽  
Conceptual Ability ◽  
Objective Tests

Marked and consistent differences in academic performance between boys and girls were found in a longitudinal study of young school-age children. Performance, measured by objective tests administered by a psychologist, was higher in girls in all grades (Grade I to Grade V). However, tests of intelligence, perceptual maturity and conceptual ability showed no sex-linked differences — the only tests favouring the girls were those of motor ability. To explain the better academic performance of female children, personality attributes were considered (C.P.I.). Statistically significant differences were found in three personality dimensions: girls were found to be obedient and dependent, sober-minded and quiet, practical and realistic. In contrast the boys were found to be assertive and independent, excitable and happy-go-lucky, sensitive and free thinking. The significance of these findings is discussed in terms of academic achievement and also in terms of culturally-determined sex-typing of young children.

scholarly journals Bisphenol A Exposure and Asthma Development in School-Age Children: A Longitudinal Study

PLoS ONE ◽  
2014 ◽  
Vol 9 (10) ◽  
pp. e111383 ◽  
Author(s):  
Kyoung-Nam Kim ◽  
Jin Hee Kim ◽  
Ho-Jang Kwon ◽  
Soo-Jong Hong ◽  
Byoung-Ju Kim ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Bisphenol A ◽  
School Age Children ◽  
School Age

scholarly journals Dynamics of Learning Motivation in Early School Age Children

2015 ◽  
Vol 11 (2) ◽  
pp. 38-47 ◽  
Author(s):  
T.V. Arkhireeva
Keyword(s):  
Longitudinal Study ◽  
Well Being ◽  
Learning Motivation ◽  
Self Determination ◽  
School Age Children ◽  
Learning Activity ◽  
School Age ◽  
Social Motives ◽  
Early School ◽  
Early School Age

The paper presents outcomes of a longitudinal study on learning motivation in children of early school age. The aim was to reveal the leading motives in first, second, third and fourth grades and to explore the dynamics of some learning motives in children over the whole period of elementary school. As it was found, the learning activity in the children was mostly motivated by social motives, among which the leading ones were the motives of self-determination and well-being. As for learning motives, over the course of all four years the children were for the most part motivated by the content of the learning activity, and not by its process. The dynamics of certain social motives of the learning activity varied across the sample, with some going through the periods of increase and decrease and others having a one-way dynamics. The study also revealed a decrease in the motivation rooted in the learning activity itself between the second and third year; at the same time, in the second, third and fourth years the children were more motivated by the content of the learning activity than by its process.

Spirometric Variability in a Longitudinal Study of School-Age Children

CHEST Journal ◽  
2003 ◽  
Vol 123 (4) ◽  
pp. 1090-1095 ◽  
Author(s):  
Rogelio Pérez-Padilla ◽  
Justino Regalado-Pineda ◽  
Laura Mendoza ◽  
Rosalba Rojas ◽  
Víctor Torres ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
School Age Children ◽  
School Age

scholarly journals A Gifted Child with Special Needs. A Longitudinal Study of Memory and EEG

2016 ◽  
Vol 5 (2) ◽  
pp. 63-76
Author(s):  
N. Gorbachevskaya ◽  
K. Karakhanyan ◽  
E.Yu. Davydova
Keyword(s):  
Longitudinal Study ◽  
School Age Children ◽  
Normative Values ◽  
Gifted Children ◽  
Bioelectrical Activity ◽  
School Age ◽  
Regular School ◽  
Frequency Components ◽  
Eeg Alpha ◽  
Primary School Age

A longitudinal study of EEG and neuropsychological memory parameters of 20 children with signs of intellectual endowments combined with social communication difficulties have been carried out. The data of gifted children is compared to data of students in regular school. The neurophysiological study was conducted with the participation of children of 7–16 years old, and children of 7–12 years participated in in the study of memory parameters. Gifted children of 7–12 years compared to age norm have demonstrated better memory value and more stable EEG-pattern with law theta, alpha-3, and beta-3 activities, and increased activity of alpha-1 and beta-2 frequency ranges. We chose to study the integral index of "alpha + beta / delta + theta" that reflects the main manifestation of the "growing" brain bioelectrical activity in school-age children. Normally, this indicator gradually increased from primary school age to youthful, while gifted children was significantly lower than normal, and only after 14 years it increases abruptly and reaches normative values to 16 years. It has been suggested that delay in the formation of high-frequency components of EEG alpha-rhythm is representative of the maturation of neural networks in this group of intellectually gifted children and adolescents.

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