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Showing 1 to 15 of 64 results Save | Export
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Passolunghi, Maria Chiara; Lanfranchi, Silvia – British Journal of Educational Psychology, 2012
Background: Many contributing factors, both domain specific and domain general, influence children's performance in school achievement. Aims: This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.…
Descriptors: Phonology, Academic Achievement, Intelligence Quotient, Short Term Memory
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Burgoyne, K.; Whiteley, H. E.; Hutchinson, J. M. – British Journal of Educational Psychology, 2011
Background: A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims: This study explores the developmental progression of reading and…
Descriptors: Reading Comprehension, Listening Comprehension, Speech Communication, Reading Fluency
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Van Dooren, Wim; De Bock, Dirk; Janssens, Dirk; Verschaffel, Lieven – British Journal of Educational Psychology, 2007
Background: From upper elementary education on, children develop a tendency to over-use linearity. Particularly, it is found that many pupils assume that if a figure enlarges "k" times, the area enlarges "k" times too. However, most research was conducted with traditional, school-like word problems. Aims: This study examines…
Descriptors: Foreign Countries, Test Items, Students, Elementary Education
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Fry, P.S. – British Journal of Educational Psychology, 1983
Results of analyses of 15 teacher and pupil process measure variables suggest that deterioration is noticeable in teachers' interactions, with problem children receiving more negative affect and less sustaining feedback from their teachers over a four month observation period. (Author/GC)
Descriptors: Behavior Problems, Classroom Environment, Elementary Education, Feedback
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Johnson, Sandra – British Journal of Educational Psychology, 1982
Presents the results of a study of the recall performances of developing young readers compared across the three language reception modes of listening, oral reading, and silent reading. The effects of the difficulty of the reading material and of sex differences are discussed. The texts used are appended. (Author/JL)
Descriptors: Cognitive Processes, Comparative Analysis, Decoding (Reading), Difficulty Level
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Dalgleish, B. W. J.; Enkelmann, Susan – British Journal of Educational Psychology, 1982
Presents the results of a study in which reading-retarded children aged 8-to-12, whom previous research had shown to be deficient in their knowledge of pronomial reference rules, received oral presentations containing three kinds of adjective complements. The performance of the test group relative to a control is discussed. (Author/JL)
Descriptors: Adjectives, Comprehension, Control Groups, Elementary Education
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British Journal of Educational Psychology, 1982
Presents the results of a comparative study of the effects of picture-enrichment of reading materials upon immediate and delayed recall by fourth and sixth grade elementary school students. The method of the study is described. Two data tables and a 17-item reference list accompany the text. (JL)
Descriptors: Elementary Education, Elementary School Students, Grade 4, Grade 6
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Donald, D.R. – British Journal of Educational Psychology, 1983
Pupils at different reading ages (RA) read narrative texts with or without illustrations. Good readers at RA7 used illustrations to identify textual messages, process information, and comprehend texts. For poor readers, illustrations were of limited help or actually increased errors. Good readers at RA9 were least affected by the illustrations.…
Descriptors: Elementary Education, Illustrations, Reading Ability, Reading Comprehension
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Donald, D. R. – British Journal of Educational Psychology, 1983
Describes research into the adaptive function of illustrations in reading development of primary students, indicating that, for good readers, illustrations play a significant role in the early stages. This declines sharply with reading development. For poor readers, there is a progressive dependence on illustrations which appears unlikely to be…
Descriptors: Analysis of Variance, Context Clues, Elementary Education, Factor Analysis
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O'Hare, D.; Cook, Deborah – British Journal of Educational Psychology, 1983
Reviews studies of children's drawings and summarizes experiment which tested 5- to 11-year-olds for ability to execute color use differences and sensitivity to differences in heraldic, gradation, harmonic, and pure color use. It was found that children go from being completely unable to consistently able to produce appropriate differences. (MBR)
Descriptors: Ability, Children, Childrens Art, Color
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Branwhite, A. B. – British Journal of Educational Psychology, 1983
Reports on intervention efforts to improve reading among 14 children (8-12 years of age) with major levels of reading retardation. Found a direct instruction program to be more effective than diagnostic-prescriptive remediation. (GC)
Descriptors: Achievement Gains, Diagnostic Teaching, Elementary Education, Program Effectiveness
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Rodgers, B. – British Journal of Educational Psychology, 1983
Asserts that the inference that a "hump" in the statistical distribution of reading achievement data represents retardation is unwarranted. Contends that the use of any particular cutoff point to identify severe underachievement in reading is arbitrary, and thus that the issue of reading retardation prevalence is inseparable from its definition.…
Descriptors: Elementary Education, Reading Achievement, Reading Difficulties, Research Problems
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Thompson, G. B. – British Journal of Educational Psychology, 1981
Two experiments provided tests of predictions about children's use of semantic contextual information in reading, under conditions of minimal experience with graphic processes. Subjects, aged 6 1/2, 8, and 11, orally read passages of continuous text with normal and with low semantic constraints under various graphic conditions, including cursive…
Descriptors: Age Differences, Context Clues, Cursive Writing, Elementary Education
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Bar-Tal, D.; Guttmann, J. – British Journal of Educational Psychology, 1981
Eight female fourth- and fifth-grade mathematics teachers, 69 of their middle-class pupils, and the pupils' parents were asked to indicate the extent to which each of 10 given causes influenced the pupil's grade. Their perceptions on teacher, pupil, and parent responsibility for success and failure are compared. (Author/SJL)
Descriptors: Academic Achievement, Academic Failure, Attribution Theory, Comparative Analysis
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Haring, Marilyn J. – British Journal of Educational Psychology, 1982
A study of picture effects on recall showed that pupils who received text with pictures recalled details more consistently than pupils who had to read text without pictures. The study found that sixth graders recalled ideas and details more consistently than fourth graders. (Author/MJL)
Descriptors: Comparative Analysis, Elementary Education, Grade 4, Grade 6
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