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Bizama Muñoz, Marcela; Saldaño Silva, Darling; Rodríguez Rodríguez, Cristina – Electronic Journal of Research in Educational Psychology, 2019
Introduction: Existing studies of the variables that can impact reading comprehension at intermediate levels of Primary Education are not entirely conclusive. The present study analyzes the contribution to reading comprehension made by domain-general skills, such as fluid intelligence (Gf) and working memory (WM), and domain-specific skills, such…
Descriptors: Short Term Memory, Reading Fluency, Reading Comprehension, Children
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Aragón, Estíbaliz; Serrano, Noemí; Navarro, Jose Ignacio – Electronic Journal of Research in Educational Psychology, 2018
Introduction: Differences in learning mathematics between boys and girls are being controversial according to different studies. However, those divergences are not always supported by empirical studies. One of the specific sources of difficulties on this topic is the fluency calculation learning, where performance differences between boys and…
Descriptors: Elementary School Students, Mathematics Education, Elementary School Mathematics, Mathematics Skills
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Korzeniowski, C.; Cupani, M.; Ison, M.; Difabio, H. – Electronic Journal of Research in Educational Psychology, 2016
Introduction: This study aims at analyzing whether EFs may predict the SP of children from different low socioeconomic strata, having controlled the effects of age and socioeconomic status (SES). Method: The sample included 178 Argentine children of both genders (52% boys), between 6 and 10 years of age, belonging to the upper-low SES (41%),…
Descriptors: Executive Function, Poverty, Foreign Countries, Academic Achievement
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López, Magdalena – Electronic Journal of Research in Educational Psychology, 2014
Introduction: This study has aimed to investigate the relationship between the development of working memory and performance on arithmetic activities. Method: We conducted a 3-year longitudinal study of a sample of 90 children, that was followed during the first, second and third year of primary school. All children were tested on measures of WM…
Descriptors: Short Term Memory, Arithmetic, Mathematics Skills, Longitudinal Studies
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Al-Qaryout, Ibrahim A.; Abu-Hilal, Maher M.; Alsulaimani, Humaira – Electronic Journal of Research in Educational Psychology, 2013
Introduction: Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulties has a disorder in one or more of the basis psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or…
Descriptors: Psychometrics, Test Construction, Learning Problems, Construct Validity
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Nyroos, Mikaela; Wiklund-Hornqvist, Carola – Electronic Journal of Research in Educational Psychology, 2011
Introduction: The Swedish government has decided to introduce national tests in primary education. Swedish pupils in general have few tests and a recognised possible adverse effect of testing is test anxiety among pupils, which may have a negative impact on examination performance. However, there has been little research on effects of testing on…
Descriptors: Primary Education, Mathematics Achievement, Testing, Grade 3
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Guzel-Ozmen, Ruya – Electronic Journal of Research in Educational Psychology, 2011
Introduction: In recent years, brief experimental analysis (BEA) has emerged as an approach to identify the most effective instructional strategies needed to increase reading fluency before applying an intervention for extended periods of time. The purpose of this study was to investigate the effects of adding performance feedback to skill-based…
Descriptors: Feedback (Response), Educational Strategies, Reading Difficulties, Intervention
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Ganjabi, Mahyar – Electronic Journal of Research in Educational Psychology, 2011
Introduction: So far the role of grammar instruction and error correction has been mainly analyzed from the teachers' perspectives. However, learners' attitudes can also affect the effectiveness of any type of learning, especially language learning. Therefore, language learners' attitudes and beliefs should also be considered as a determining…
Descriptors: Grammar, Factor Analysis, English for Academic Purposes, Drills (Practice)
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Saez-Rodriguez, Alberto – Electronic Journal of Research in Educational Psychology, 2009
Background: Dyslexics read concrete words better than abstract ones. As a result, one of the major problems facing dyslexics is the fact that only part of the information that they require to communicate is concrete, i.e. can easily be pictured. Method: The experiment involved dyslexic third-grade, English-speaking children (8-year-olds) divided…
Descriptors: Dyslexia, Visualization, Word Recognition, English
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Jimenez, Virginia; Puente, Anibal; Alvarado, Jesus M.; Arrebillaga, Lorena – Electronic Journal of Research in Educational Psychology, 2009
Introduction: Current cognitive approaches highlight the importance of metacognition. "Learning how to learn" facilities awareness of one's own learning process, how they work, how to optimize their functioning, control of reading process, and so on. Acquisition of these skills is one of the new educational requirements for students, as…
Descriptors: Foreign Countries, Metacognition, Self Control, Learning Strategies
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Desoete, Annemie – Electronic Journal of Research in Educational Psychology, 2007
Introduction: Despite all the emphasis on metacognition, researchers currently use different techniques to assess metacognition. The purpose of this contribution is to help to clarify some of the paradigms on the evaluation of metacognition. In addition the paper reviews studies aiming to improve the learning process through metacognition. Method:…
Descriptors: Mathematics Instruction, Protocol Analysis, Questionnaires, Metacognition
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Rodriguez, Alberto Saez – Electronic Journal of Research in Educational Psychology, 2005
This research analyses possible advantages of using schematic drawings with dyslexic readers in a transparent orthography (i.e. Spanish language). To assess the usefulness of such drawings, the procedure consisted of comparing latency times (LT) for familiar words and pseudo words in a naming task. The experimental group was formed by dyslexic…
Descriptors: Experimental Groups, Dyslexia, Spanish, Visual Stimuli