reading and math
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2022 ◽  
Vol 6 ◽  
Author(s):  
Yuchen Song ◽  
Michael M Barger ◽  
Kristen L. Bub

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.


Author(s):  
Huan Wang ◽  
Jingjing Tang ◽  
Sarah-Eve Dill ◽  
Jiusi Xiao ◽  
Matthew Boswell ◽  
...  

School bullying is a widely recognized problem in developed countries, but remains under-investigated in developing countries, especially in remote rural areas. In this paper, we examine the prevalence, correlates, and consequences of bullying victimization and its relation to educational performance and creative attitudes. Using data from 10,528 students across 120 primary schools in rural China, we find an alarmingly high prevalence of bullying victimization and that several individual, family, and school characteristics are correlated with bullying victimization. Analyses indicate students who are bullied frequently score lower in Chinese, reading, and math tests and creative attitudes. Taken together, the results demonstrate a need for further research and policy interventions to reduce bullying in schools.


2021 ◽  
Vol 12 ◽  
Author(s):  
Andrew M. Heitzer ◽  
Latacha Hamilton ◽  
Claire Stafford ◽  
Jeffrey Gossett ◽  
Lara Ouellette ◽  
...  

Background: Students with sickle cell disease are at risk for poor academic performance due to the combined and/or interactive effects of environmental, psychosocial, and disease-specific factors. Poor academic performance has significant social and health consequences.Objective: To study academic achievement and attainment in children with sickle cell disease in the United States.Design: Medline, Embase, SCOPUS, CINAHL, ERIC, and PsycINFO were searched for peer-reviewed articles. Studies of children (ages 5–18) diagnosed with sickle cell disease of any genotype reporting academic achievement (standardized tests of reading, math, and spelling) or attainment (grade retention or special education) outcomes were included. Outcomes were analyzed using a random effects model. Achievement scores were compared to within study controls or normative expectations. Prevalence of grade retention and special education services were compared to national (United States) estimates for Black students. Age at assessment and overall IQ were evaluated separately for association with reading and mathematics scores. Subgroup analyses of reading and math scores were analyzed by cerebral infarct status (no cerebrovascular accident, silent infarct, stroke).Results: There were 44 eligible studies. Students with sickle cell disease scored 0.70, 0.87, and 0.80 (p < 0.001) SD below normative expectations on measures of reading, mathematics, and spelling, respectively. Compared to unaffected sibling and/or healthy controls (k = 8, n = 508), reading and math scores were 0.40 (p = 0.017) and 0.36 (p = 0.033) SD below expectations. Grade retention was approximately 10 times higher in students with sickle cell disease than Black students nationally. Intellectual functioning explained 97.3 and 85.8% of the variance in reading and mathematics performance, respectively (p < 0.001). Subgroup analyses revealed significant differences in reading (p = 0.034) and mathematics (p < 0.001) based on infarct status, with lower performance associated with presence of a silent infarct or stroke.Conclusion: Students with sickle cell disease demonstrate notable academic difficulties and are at high risk for grade retainment. Development of academic interventions and increased access to school support services are needed for this vulnerable population.Systematic Review Registration:https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020179062.


2021 ◽  
pp. 019874292110529
Author(s):  
Allyse A. Hetrick ◽  
Lee Kern ◽  
Bridget V. Dever

Epidemiologic research suggests a gap between prevalence estimates of students with emotional or behavioral problems and the actual number of students identified under the federal category of emotional disturbance (ED). To better understand issues related to the identification gap, we investigated the academic and behavioral functioning, school-based services, frequency of discipline incidents, and predictors of labels among 626 secondary age students referred for participation in a larger study due to emotional and behavioral difficulties. Students with special education labels (i.e., ED, specific learning disability [SLD], other health impairment [OHI]) were compared to those who did not have a school label. Analyses indicated that there were no significant differences between groups on standardized measures of emotional and behavioral functioning. Academic performance was the only distinction, with students with learning disabilities scoring significantly lower in reading and math than students with other and without disabilities. Students without an ED label received significantly fewer services whereas students with an ED label received significantly higher rates of disciplinary actions. Finally, demographic data examined did not differentially predict receipt of a label.


Blood ◽  
2021 ◽  
Vol 138 (Supplement 1) ◽  
pp. 2030-2030
Author(s):  
Andrew M Heitzer ◽  
Jennifer Longoria ◽  
Victoria I Okhomina ◽  
Jerlym S. Porter ◽  
Jeremie H. Estepp ◽  
...  

Abstract Sickle cell disease (SCD) is associated with significant neurocognitive risk due to a combination of disease and environmental factors. Neurological complications, including overt stroke, silent cerebral infarctions, and chronic insufficiencies in oxygen and/or glucose delivery to the brain contribute to neurocognitive decline. Environmentally, patients with SCD experience greater rates of poverty and fewer protective socioeconomic factors when compared with the Black population in the United States. Both personalized (e.g. familial education and occupation) and community measures of socioeconomic status uniquely contribute to neurocognitive outcomes. However, no studies have examined the specific community-level factors that contribute to neurocognitive performance. The primary objective of this study was to investigate associations between familial and community-level social determinants with cognitive and academic outcomes in a large prospectively recruited sample of patients with SCD ranging from childhood to young adulthood. We included 103 patients with SCD (51% HbSS/HbSβ 0-thalassemia). The mean age of participants was 12.86 (SD=4.04) years. Familial socioeconomic status was measured using the Barratt Simplified Measure of Social Status (BSMSS), a composite of parent education and occupation status. Community-level (based on census block) socioeconomic variables included: poverty rate, unemployment rate, percentage of individuals with a bachelor's degree, and access to food nutrition services. Following informed consent, patients completed gold-standard neurocognitive measures supervised by a psychologist, assessing intellectual (Wechsler Abbreviated Scale of Intelligence - Second Edition) and academic functioning (Woodcock Johnson Tests of Achievement - Third Edition). Multivariate linear regression was used to examine associations between community and familial level socioeconomic status with cognitive/academic outcomes after adjusting for age, sickle genotype, and hydroxyurea exposure. Stepwise linear regression was used to identify the independent factors associated with cognitive/academic outcomes. The False discovery rate (FDR) developed by Benjamini and Hochberg was used to control for multiple testing and FDR-adjusted p-values (pFDR) <0.05 were considered statistically significant. Otherwise, p-values <0.05 were considered significant. Patients with SCD lived in communities with high rates of poverty (26.57%) and unemployment (13.58%) and low rates of college education (13.26%). In multivariate analyses adjusting for age, sickle genotype, and hydroxyurea exposure, IQ was associated with the BSMSS (estimate = 0.31, standard error [SE] = 0.10, p=0.003) at pFDR<0.05 but measures of basic reading and math were not (all pFDR>0.05). In contrast, reduced intellectual functioning was associated with increased poverty rates (Estimate=-0.29, SE=0.09, p=0.003), increased unemployment rates (estimate=-0.43, SE=0.18, p=0.018), increased access to food nutrition services (Estimate=-0.21, SE=0.09, p=0.015), and decreased percentage of individuals with a bachelor's degree (Estimate=0.33, SE=0.10, p=0.003) at pFDR<0.05. Measures of basic reading and math were not associated with any of the community-level variables. Stepwise linear regression analysis showed that the BSMSS (Estimate=0.22, SE=0.11, p=0.04) and poverty rates (Estimate=-0.18, SE=0.09, p=0.049) are independently associated with full scale IQ after adjusting for age, sickle genotype and hydroxyurea exposure. Overall, community and familial socioeconomic factors accounted for greater variance in intellectual functioning than age, genotype, and hydroxyurea treatment exposure (see Figure 1). Social determinants at the community-level contribute to intellectual development in patients with SCD independent of familial socioeconomic status. Surprisingly, academic performance was not associated with community-level social determinants. Evaluation of community-level social determinants may provide insights into potential targets for neurodevelopmental interventions. Figure 1 Figure 1. Disclosures Estepp: Global Blood Therapeutics: Consultancy, Research Funding. Hankins: Bluebird Bio: Consultancy; UpToDate: Consultancy; Global Blood Therapeutics: Consultancy; Vindico Medical Education: Consultancy.


2021 ◽  
Vol 6 ◽  
Author(s):  
Jenni Salminen ◽  
Daria Khanolainen ◽  
Tuire Koponen ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen

This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately for numeracy (HNE) and literacy (HLE) while their children were 2.5 years old and again while they were 5.5 years old. The results revealed both within-domain and cross-domain associations. Parents’ mathematical difficulties (MD) and reading difficulties (RD) and home numeracy environment predicted children’s numeracy and literacy skill development within and across domains. An evocative effect was found as well; children’s skills in counting, number sequence knowledge, number symbol identification, and letter knowledge negatively predicted later home numeracy and literacy activities. There were no significant indirect effects from parents’ RD, MD, or educational level on children’s skills via HLE or HNE. Our study highlights that parental RD and MD, parental education, and the home learning environment form a complex pattern of associations with children’s numeracy and literacy skills starting already in toddlerhood.


2021 ◽  
Vol 12 ◽  
Author(s):  
Fu Yu Kwok ◽  
Rebecca Bull ◽  
David Muñez

Existing research has mainly examined the role of cognitive correlates of early reading and mathematics from a stationary perspective that does not consider how these skills unfold and interact over time. This approach constraints the interpretation of cross-domain associations and the specificity of domain-specific covariates. In this study, we disentangle the role of these predictors and investigate cross-domain associations between reading, math, and two related domain-specific predictors (phonological awareness and fluency with number sets) over the kindergarten years (n=512, Mage=54months, SDage=3.5, 52% females). Results reveal that the overlap between reading and math skills changes over development. Reciprocal associations between reading and math abilities are observed at earlier stages; then, reading abilities become the lead force. Findings also show that phonological awareness and fluency with number sets are domain-specific predictors that do not contribute to cross-domain gains in academic skills. Indeed, there is a trend for domain-specific skills to be more strongly related to achievement at the beginning of formal education than at the beginning of kindergarten, which suggests an increasing differentiation of domains over the kindergarten years. Such findings have implications for the timing and nature of interventions that aim to support children’s reading and mathematical development.


2021 ◽  
Vol 12 ◽  
Author(s):  
Courtney Pollack ◽  
Dayna Wilmot ◽  
Tracy M. Centanni ◽  
Kelly Halverson ◽  
Isabelle Frosch ◽  
...  

Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8–13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76–0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.


2021 ◽  
pp. 1-4
Author(s):  
Gurmeet Singh Sarla ◽  

The screen as a computer, mobile phone, tablet or television is a piece of present day life. Expanded screen time is related with heftiness, pernicious impacts on temperament and subjective and socio-enthusiastic advancement, prompting poor instructive execution in kids and thus ought to be diminished to 1-2 hours per day. Drawn out TV seeing brings down psychological capacities, particularly identified with momentary memory, early reading and math aptitudes and language development. Gaming animates outrage, viciousness, weight, epilepsy and social segregation in kids and teenagers. Enjoying over the top on line shopping is a type of web enslavement and has been named as Pathological purchasing and has a hidden patho-physiology of delight chasing or departure of negative feelings and intellectual instruments like impulsivity, disappointment in self-guideline, or basic leadership deficiencies. Extreme utilization of social networking sites like Facebook and texting Apps like WhatsApp has prompted compulsion causing well-being impacts as headache, low backache, obesity, burning eyes, insomnia, exhaustion, lowers self-esteem and causes depression. This review article examined the different well-being impacts of the expanding screen time in the cutting edge time and prescribes screen time to be constrained to 1-2 hours in a day and a break from the 'screen' during weekends and family travels


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