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.

scholarly journals The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

2022 ◽  
Vol 6 ◽  
Author(s):  
Yuchen Song ◽  
Michael M Barger ◽  
Kristen L. Bub
Keyword(s):  
Reading Skills ◽  
Positive Association ◽  
Academic Skills ◽  
Growth Mindset ◽  
Early Age ◽  
Coherent System ◽  
Educational Beliefs ◽  
Motivational Beliefs ◽  
Math Skills ◽  
Reading And Math

Parents’ educational beliefs are thought to guide children’s early development in school. The present study explored the association between parent’s growth mindset and elementary school-aged children’s self-reported persistence, as well as teacher-reported reading and math skills in 102 dyads. Findings showed that children self-reported greater persistence when their parents held more growth mindset. Teachers also rated students as more capable readers when their parents endorsed a growth, rather than fixed, mindset. Additional analysis indicated that although the effect of parents’ growth mindset on children’s reading skills became non-significant once SES was controlled, the positive association between parents’ mindset and children’s persistence was unaffected by SES. Our study provides evidence about the intergenerational association of motivational tendencies at an early age, even when children may not be able to develop a coherent system of motivational beliefs of their own.

scholarly journals Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?

2021 ◽  
Vol 14 ◽  
Author(s):  
Tonje Amland ◽  
Arne Lervåg ◽  
Monica Melby-Lervåg
Keyword(s):  
Indirect Effect ◽  
Phonological Processing ◽  
Early Reading ◽  
First Grade ◽  
Phoneme Awareness ◽  
Reading Problems ◽  
Math Skills ◽  
Phonological Representations ◽  
Reading And Math

There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading and arithmetic. In this study, we examine this hypothesis in a sample traced longitudinally from preschool to first grade (N = 259). The results show that phonological awareness does not explain development in arithmetic, but that there is an indirect effect between phoneme awareness in preschool and arithmetic in first grade via phoneme awareness in first grade. This effect is, however, weak and restricted to verbal arithmetic and not arithmetic fluency. This finding is only partly in line with other studies, and a reason could be that this study more strongly controls for confounders and previous skills than other studies.

scholarly journals The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

2021 ◽  
Vol 70 (1) ◽  
pp. 207-226
Author(s):  
Inga Biščević ◽  
Daniel Maleč ◽  
Haris Memišević
Keyword(s):  
Elementary School ◽  
Academic Skills ◽  
Intervention Programs ◽  
Cognitive Factors ◽  
Third Grade ◽  
Academic Underachievement ◽  
Mathematical Skills ◽  
Professional Career ◽  
And Mathematics ◽  
Reading And Mathematics

The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students><0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

scholarly journals Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades

2018 ◽  
Vol 84 (3) ◽  
pp. 298-311 ◽  
Author(s):  
Tuire Koponen ◽  
Mikko Aro ◽  
Anna-Maija Poikkeus ◽  
Pekka Niemi ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Fourth Graders ◽  
Strong Stability ◽  
Second Graders ◽  
Second Grade ◽  
Close Monitoring ◽  
Math Skills ◽  
Reading And Math ◽  
Low Performance ◽  
The Stability ◽  
Dysfluent Reading

We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample ( N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.

scholarly journals Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110657
Author(s):  
Catherine Gunzenhauser ◽  
Susanne E. Enke ◽  
Verena E. Johann ◽  
Julia Karbach ◽  
Henrik Saalbach
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Elementary Students ◽  
Teacher Support ◽  
Reading Skills ◽  
Academic Skills ◽  
Mathematics Skills ◽  
And Mathematics ◽  
Remote Learning ◽  
Reading And Mathematics

The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March–June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period.

scholarly journals Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed

2018 ◽  
Vol 23 (14) ◽  
pp. 1703-1710 ◽  
Author(s):  
Lisa A. Jacobson ◽  
E. Mark Mahone
Keyword(s):  
Child Outcomes ◽  
Academic Skills ◽  
Sluggish Cognitive Tempo ◽  
Motor Speed ◽  
Math Skills ◽  
Component Skills ◽  
Reading And Math ◽  
Child Performance ◽  
Academic Fluency ◽  
Cognitive Tempo

Objective: Sluggish Cognitive Tempo (SCT) is a distinct behavioral phenotype characterized by such symptoms as being slow to complete tasks, appearing drowsy or sleepy, and lacking initiative. Subcomponents of SCT appear differentially associated with inattention symptoms and child outcomes. Much of the work in this area has examined associations between SCT symptoms and ratings of behavior; few studies have examined associations with child performance. Method: We examined associations between SCT and timed reading and math skills in 247 referred youth ( M age = 11.55, range = 6-20; 67.6% male), controlling for the untimed academic skills, inattention, and graphomotor speed. Results: SCT consistently predicted timed academic fluency, after controlling for other component skills, for both reading (SCT Δ R2 = .039, p = .001) and math (Δ R2 = .049, p = .001). Conclusion: Results provide initial evidence for the unique association of SCT with timed academic performance. Understanding associations of SCT with actual child performance may allow for greater specificity in targeting interventions to address speed of performance.

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
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