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Full-Text Articles in Education
Moving Beyond Executive Functions: Challenge Preference As A Predictor Of Academic Achievement In Elementary School, Michael J. Sulik, Jenna E. Finch, Jelena Obradović
Moving Beyond Executive Functions: Challenge Preference As A Predictor Of Academic Achievement In Elementary School, Michael J. Sulik, Jenna E. Finch, Jelena Obradović
Department of Psychology: Faculty Publications
Intrinsic motivation and executive functions (EFs) have been independently studied as predictors of academic achievement in elementary school. The goal of this investigation was to understand how students’ challenge preference (CP), an aspect of intrinsic motivation, is related to academic achievement while accounting for EFs as a confounding variable. Using data from a longitudinal study of 569 third-, fourth-, and fifth-graders (50% female), we tested students’ self-reported CP as a predictor of mathematics and English language arts (ELA) achievement in multilevel models that controlled for school fixed effects and student demographic characteristics. CP was positively associated with mathematics and ELA …
Getting Ready: Promoting School Readiness Through A Relationship-Based Partnership Model, Susan M. Sheridan, Christine Marvin, Lisa Knoche, Carolyn P. Edwards
Getting Ready: Promoting School Readiness Through A Relationship-Based Partnership Model, Susan M. Sheridan, Christine Marvin, Lisa Knoche, Carolyn P. Edwards
Department of Psychology: Faculty Publications
School readiness is determined by the life experiences of young children between birth and enrollment in formal education programs. Early intervention and education programs designed to promote school readiness often focus on skills a child fails to demonstrate that are believed to be of importance to social and academic success. The Getting Ready model of early childhood intervention (Sheridan, Edwards, & Knoche, 2003) recognizes the transactional nature of young children’s development and the important role parents play in pre-school readiness and school-age success. In the Getting Ready model, collaborative partnerships between parents and professionals are encouraged to promote parent’s competence …
Diagnostic System And Method For Phonological Awareness, Phonological Processing, And Reading Skill Testing, Janet Marie Wasowicz,, Arthur C. Maerlender
Diagnostic System And Method For Phonological Awareness, Phonological Processing, And Reading Skill Testing, Janet Marie Wasowicz,, Arthur C. Maerlender
Department of Psychology: Faculty Publications
A diagnostic system and method for evaluating one or more phonological awareness, phonological processing and reading skills of an individual to detect phonological awareness, phonological processing and reading skill deficiencies in the individual so that the risk of developing a reading deficiency is reduced and existing reading deficiencies are remediated. The system may use graphical games to test the individual’s ability in a plurality of different phonological awareness, phonological processing and reading skills. The system may use speech recognition technology to interact with the tests.