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.

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.

Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten

2020 ◽  
Vol 102 (2) ◽  
pp. 36-39
Author(s):  
Christine M.T. Pitts ◽  
Megan Kuhfeld
Keyword(s):  
Black Students ◽  
Reading Skills ◽  
National Data ◽  
Math Skills ◽  
Policy Makers ◽  
Childhood Education ◽  
Math Scores ◽  
Student Reading ◽  
Reading And Math ◽  
Growth Assessment

States have invested heavily in improving early childhood education in hopes of improving student reading and math skills before they enter kindergarten. However, there is limited national data from later than 2010 on children’s skills in these areas at kindergarten entry, so it is difficult for educators and policy makers to ascertain whether these investments have paid off. One available source is the NWEA’s MAP Growth assessment. Christine Pitts and Megan Kuhfeld have examined the data from 2010 to 2017 and found that upon entry into kindergarten, children’s reading and math scores have declined, while gaps between white and Black students and between white and Latinx students have decreased.

scholarly journals Academic skills in children with autism spectrum disorders with monolingual or bilingual experience

2019 ◽  
Vol 4 ◽  
pp. 239694151988817
Author(s):  
Sandra B Vanegas
Keyword(s):  
Academic Achievement ◽  
Autism Spectrum Disorders ◽  
Reading Skills ◽  
Word Reading ◽  
Children With Autism ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Language Experience ◽  
Math Skills ◽  
Spectrum Disorders

Background and aims The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience ( n = 18) or bilingual language experience ( n = 13). Results Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed.

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.

Social and cultural aspects of child feeding early age

2020 ◽  
Vol 03 (04) ◽  
pp. 32-35
Author(s):  
Sabir Nurgalam Amiraliev ◽  
Keyword(s):  
Breast Milk ◽  
Young Children ◽  
Key Words ◽  
Exclusive Breastfeeding ◽  
Eating Habits ◽  
Positive Association ◽  
Early Age ◽  
Emotional Needs ◽  
Child Feeding ◽  
Cultural Aspects

Eating habits formed at an early age will have different consequences throughout people's lives. For the first 6 months of life, it is recommended that the baby be exclusively breastfed, as breast milk is the only food that can satisfy all the nutritional and emotional needs of the baby during this period and provide an intense bond between mother and baby. In addition, there is a positive association between the duration of exclusive breastfeeding and a healthier diet in later childhood. Key words: food, eating habits, young children

Wholistic Planning and Literacy Assessment for Bi/Multilingual and Bi/Multicultural DHH Students

2022 ◽  
pp. 110-145
Author(s):  
Pamela Luft
Keyword(s):  
African American ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Final Section ◽  
Skill Development ◽  
Educational Experiences ◽  
Academic Skills ◽  
Miscue Analysis ◽  
Literacy Assessment ◽  
Eighth Grader

This chapter presents Hornberger's *continua of biliteracy as a comprehensive and wholistic examination of diverse deaf and hard-of-hearing students' multilingual and multicultural abilities. The continua consist of four domains—development, content, media, and contexts—through which biliteracy is acquired. The continua are described then applied to three diverse immigrant DHH students and their families who are from Cambodia, Vietnam, and Chile. This results in unique insights into the students' current skill development and future needs including attainment of a positive dual minority identity and optimal academic skills. The final section utilizes the continua with a miscue analysis of an African American eighth grader. Miscue analysis provided a naturalistic, language-neutral means of assessing reading skills and identified a number of strengths not previously observed. This combination of tools more thoroughly examines the positive and negative influences on diverse DHH students with sensitive and insightful approaches for optimizing their educational experiences.

Mark-UP

2010 ◽  
pp. 278-294
Author(s):  
Mark McMahon
Keyword(s):  
Undergraduate Students ◽  
Reading Skills ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Academic Skills ◽  
Information Design ◽  
Student Experiences ◽  
Self Monitoring ◽  
Regulatory Strategies ◽  
High Level

While reading skills are an accepted key skill both for life and study, the capacity to read critically and apply reading concepts to solve problems and develop higher order conceptual understandings requires a high level of cognitive self-regulation that students do not always have. This chapter describes the development of and research into an environment, Mark-UP, designed to promote the self-monitoring inherent in regulating reading comprehension. The environment consists of a range of tools to assist learners in monitoring their comprehension through annotation, discussion, problem-solving and so on. The tool was applied to a class of undergraduate students in Interface and Information Design at an Australian university. The research involved questionnaires of the whole cohort as well as case studies of a number of student experiences with the environment, using interview and analysis of the students’ portfolios. The study found that, concerning students with weak academic skills, Mark-UP provided some support for their learning, but for stronger students it replicated cognitive strategies that they had already developed. The product was most effective for those students with moderate existing academic skills as it articulated and modeled strategies for reading that they could apply and go beyond to develop their own cognitive regulatory strategies for reading.

scholarly journals Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

2016 ◽  
Vol 11 (02) ◽  
pp. 53 ◽  
Author(s):  
Athanasios Drigas ◽  
Elektra Batziaka
Keyword(s):  
Early Intervention ◽  
Phonological Awareness ◽  
Information And Communication Technologies ◽  
Computer Games ◽  
Reading Disabilities ◽  
Reading Skills ◽  
Communication Technologies ◽  
Preschool Age ◽  
Early Age ◽  
Information And Communication

This article is a review of how Information and Communication Technologies (ICTs) help in the assessment and early intervention of reading disabilities (RD) and especially of dyslexia. Phonological awareness is highlighted as a main ability that predicts later reading skills. Here are presented several studies that display computer games, programs and applications by which teachers can intervene to boost phonological awareness and help preventing RD or dyslexia from an early age. Most studies focus in preschool age, although dyslexia in kindergarten is a field that has not been investigated thoroughly, and are certainly a precursor for studies to follow.

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