Parasympathetic response to challenge in infancy moderates the effects of sociodemographic risk on academic achievement at school entry

2021 ◽  
Author(s):  
Cathi B. Propper ◽  
Hanna C. Gustafsson ◽  
Steven J. Holochwost ◽  
Jennifer L. Coffman
Keyword(s):  
Academic Achievement ◽  
School Entry ◽  
Sociodemographic Risk

Prospective relations between sleep in preschool years and academic achievement at school entry

2020 ◽  
Author(s):  
Annie Bernier ◽  
Catherine Cimon‐Paquet ◽  
Émilie Tétreault ◽  
Julie Carrier ◽  
Célia Matte‐Gagné
Keyword(s):  
Academic Achievement ◽  
School Entry

Longitudinal Study of Effects on Academic Achievement for Early and Late Age of School Entry

1995 ◽  
Vol 11 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Lorraine Wilgosh ◽  
Marliss Meyer ◽  
Horst H. Mueller
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
School System ◽  
Academic Progress ◽  
School Entry ◽  
Assessment Instruments ◽  
Large Group ◽  
Kindergarten Entry ◽  
Kindergarten Entry Age

A large group of children was assessed at the end of kindergarten (1984) on a battery of achievement and ability assessment instruments. To examine the effects of age at kindergarten entry, the academic progress of those children continuing in the same school system was tracked at the end of grades 1 (1985), 3 (1987), 6 (1990), and 9 (1993). There was no evidence for gender or socioeconomic effects on IQ or kindergarten entry age. There was some suggestion that children young at kindergarten entry were more likely to repeat a year or require remedial assistance at some point in their school years. However, the younger children were also brighter on average. Tracking 23 children who required long-term remedial assistance found no indication of greater long-term remedial needs for young-at-entry children.

scholarly journals Math Counts Too! Promoting Family Engagement in Math Activities at Home

2017 ◽  
Vol 15 (2) ◽  
pp. 38
Author(s):  
Erica L. Zippert ◽  
Betsy Diamant-Cohen ◽  
Annette Y. Goldsmith
Keyword(s):  
Academic Achievement ◽  
School Readiness ◽  
Family Engagement ◽  
School Entry ◽  
Language And Literacy ◽  
Professional Skill ◽  
Stem Fields ◽  
Math Skills ◽  
Personal Lives ◽  
Household Finances

Although librarians typically focus on language and literacy when planning children’s programs, research suggests that math skills are valuable too. Today, proficiency in math is an essential professional skill. Many careers involve math, and math classes act as gateways to attaining degrees in STEM fields.1 In our personal lives, math is used daily to manage household finances and make informed decisions about our health.2 Finally, math skills at school entry are strong predictors of later academic achievement in both math and reading.3 Therefore, math development should be considered an important part of children’s school readiness skills.

scholarly journals Osiągnięcia szkolne czwartoklasistów w oddziałach o różnym składzie wiekowym

2017 ◽  
Vol 38 (3) ◽  
pp. 34-49
Author(s):  
Krzysztof Konarzewski
Keyword(s):  
Academic Achievement ◽  
Linear Models ◽  
Fourth Graders ◽  
Hierarchical Linear Models ◽  
Scientific Data ◽  
School Entry ◽  
Achievement In Mathematics ◽  
Mixed Age ◽  
Timss 2015 ◽  
Mathematics And Science

Are hopes pinned on mixed-age grouping in preschool and elementary school substantiated by scientific data? The answer was looked for in TIMSS 2015 research in Poland. It was carried on in the middle of the reform of school entry age which lowered it from seven to six year of life. In the country representative sample of fourth-graders 17.8 percent of pupils entered school at the age of six. In 254 classrooms the dispersion of age varied from 0.20 to 0.65 years and was greater than in TIMSS 2011 (0.15–0.40). The analysis of achievement in mathematics and science was performer by means of hierarchical linear models with the control of pupils’ gender, age, initial skills, and SES, as well as school’s location and class size. The achievement in mathematics was correlated significantly negative with the dispersion of age in the class. The younger pupils scored the highest in mathematics and science in classes with moderate dispersion. The results do not support a belief that mixed-age grouping is beneficial to academic achievement.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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