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Descriptors:
Prior Learning; Tests; Anxiety; Inhibition; Personality Traits; Helplessness; Grade 1; Affective Behavior; Role; Academic Achievement; Student Behavior; Elementary School Teachers; Elementary School Students; Task Analysis; Time on Task

Abstract:
Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations. (Contains 3 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Phonetics; Alphabets; Spelling; Kindergarten; Speech Communication; Second Language Learning; Emergent Literacy; Phonological Awareness; English Language Learners; Spanish Speaking; English (Second Language); Second Language Instruction; Multivariate Analysis; Grade 1; Correlation; Hispanic American Students

Abstract:
This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students' individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Mathematics Instruction; Grade 1; Mathematics Teachers; Thinking Skills; Mathematical Logic; Grade 2; Academic Achievement; Mathematics; Interviews; Problem Solving

Abstract:
This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, "Human Development" 52:109-128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for student understanding. Clinical task-based interviews opened a window into students' knowledge, problem-solving and reasoning, and helped teachers reflect on their teaching and assessment of student learning. Teachers also learnt about what it means to establish a culture of thoughtful questioning in the classroom and developed an emerging awareness that this requires a readiness to hear students' ideas and connect informal or invented strategies with classroom mathematics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Mathematics Achievement; Geometry; Experimental Groups; Early Childhood Education; Grade 1; Elementary School Students; Gifted; Measurement; Mathematical Concepts; Statistical Analysis; Comparative Analysis; Measures (Individuals)

Abstract:
The goal of Project M2 was to develop and field-test challenging geometry and measurement units for K-2 students. The units were developed using recommendations from gifted, mathematics, and early childhood education. This article reports on achievement results for students in Grade 1 at 12 diverse sites in four states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open-response assessment. Using HLM, as expected there were no statistical differences between the experimental (n = 186) and comparison (n = 174) groups on the ITBS (91% of the items focused on number). Statistically significant differences (p less than 0.001) favoring the experimental group were found on the open-response assessment with a large effect size (d = 1.88). Thus the experimental group exhibited a deeper understanding of geometry and measurement concepts on the open-response assessment while performing as well on a traditional measure that covered all Grade 1 mathematics. (Contains 7 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Identification; Cognitive Ability; Intelligence; Screening Tests; Talent Development; Predictive Validity; Disproportionate Representation; Grade 2; Comparative Analysis; English Language Learners; Kindergarten; Grade 1; Correlation; Effect Size; Scores; Elementary School Students

Abstract:
The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in addition to a Nonverbal battery. This study compared the performance of 5,833 second graders who took the CogAT6 and 4,038 kindergartners, first graders, and second graders who took the NNAT2 between 2005 and 2011 as part of a grade-wide screening for a gifted program. Comparison between minorities and Whites on the CogAT6 and the NNAT2 found slightly larger gaps on the CogAT6 Composite for Hispanics and English-Language Learners (ELL) but the same gap for Black students. Considered alone, the Nonverbal battery of CogAT6 produced smaller gaps than the NNAT2 for Blacks, Hispanics, Asians, and ELL students. Fisher's exact tests showed no significant differences between the CogAT6 Composite and the NNAT2 in subgroup identification rates at hypothetical cuts for gifted identification (top 20%, 10%, or 5%), except for Asian and ELL students. The CogAT6 Nonverbal score appeared to identify as many or more high-ability students from underrepresented groups as the NNAT2. Wechsler Intelligence Scale for Children, Fourth Edition, follow-up on the top 5% showed greater predictive validity for the CogAT6 Composite. These results suggest that gifted programs should not assume that using a figural screening test such as the NNAT2, without other adjustments to selection protocol, will address minority underrepresentation. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Elementary Education; Foreign Countries; Principals; Case Studies; Early Childhood Education; Young Children; Economically Disadvantaged; Grade 1; Educational Policy; Interviews; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; School Readiness; Educational Quality; Access to Education; Equal Education; Family Environment

Abstract:
In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Pregnancy; Language Impairments; Phonological Awareness; Child Development; Grade 1; Leisure Time; Foreign Countries; Preschool Children; Birth; Parent Background; Age Differences; Migration; Intelligence; Smoking; Television Viewing; Risk; Language Acquisition

Abstract:
Early child development is influenced by various genetic and environmental factors. This study aims to identify factors that affect the phonological awareness of preschool and first grade children. Based on a sample of 330 German-speaking children (mean age = 6.2 years) the following domains were evaluated: Parent factors, birth and pregnancy, child factors, and leisure time activities (all based on parent report). Regression analysis provided information on the relative contribution of each predictor on the explained variance. Results indicate that the variables "migration background," "child age," "child intelligence," "smoking during pregnancy," "language difficulties" (impairments of word expression, grammatical deficits, stutter), and "watching TV" have a significant influence on phonological awareness. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Teacher Effectiveness; Reading Fluency; Educational Research; Grade 3; Grade 1; Twins; Comparative Analysis; Models; Oral Reading; Reading; Grade 2; Elementary School Students; Inferences; Experiments; Scores; Quasiexperimental Design; Measures (Individuals)

Abstract:
This study introduces a co-twin control method commonly used in the medical literature but not often within educational research. This method allows for a comparison of twins discordant for an "exposure," approximating alternative outcomes in the counterfactual model. Example analyses use data drawn from the Florida Twin Project on Reading to determine whether exposure to "teacher quality," measured by growth in oral reading fluency (ORF) scores of classmates, causally affects ORF performance of twins in the subsequent years. The analysis highlights PROC MIXED in SAS, including a novel expansion to allow for the nested data. Results from 2,788 twins suggested that being in classrooms with lower teacher quality in first grade leads to lower ORF scores in second and third grade with little indication of possible genetic or environmental confounding. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Skills; Written Language; Writing Instruction; Special Needs Students; Response to Intervention; Longitudinal Studies; Experimental Groups; Control Groups; Comparative Analysis; Outcome Measures; Small Group Instruction; At Risk Students; Achievement Tests; Lesson Plans; Grade 2; Grade 1; Grade 3

Abstract:
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n = 70). A typical group also was included (n = 67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Behavior; Attention Deficit Hyperactivity Disorder; Coaching (Performance); Grade 1; Leisure Time; Peer Teaching; Interaction; Program Effectiveness; Symptoms (Individual Disorders); Grade 3; Grade 4; Behavior Modification; Observation

Abstract:
Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria for ADHD participated, along with four third- or fourth-grade coaches without ADHD. Coaching pairs met each morning to establish a goal for the younger child to meet during free time. Although results were variable, findings suggested that the cross-age coaching program led to decreases in negative social behavior, and was highly acceptable to participants. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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