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The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.
Journal Article
Taking Stock of 40 Years of Research on Mathematical Learning Disability: Methodological Issues and Future Directions
Although approximately 5–8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move the field toward a more precise and shared definition of MLD, the authors argue for standards for methodology and reporting, and they identify a need for research addressing more complex mathematics.
Journal Article
Leadership in action : keys to ensure school success
\"This book outlines how administrators in our school system can move from managerial efforts to leadership functions\"-- Provided by publisher.
Book
What's Past Is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multisite longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of prekindergarten mathematics knowledge and early math learning for later achievement.
Journal Article
Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities
This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and >2.0 SD) models, a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) model, and an academic impairment model. The participants were 336 postsecondary students enrolled in a private liberal arts college who had been previously classified as having LD prior to entering the program. Results showed that the largest proportion of students met the 1.0 SD (48.8%) and the absolute academic impairment (40.2%) criteria. However, 40.5% of the participants were not classified as having LD by any of the five models. Participants exhibited remarkable variability in their aptitude and achievement scores, with mean composite achievement scores ranging from the very low to the average ranges in reading, mathematics, and writing, depending on the achievement test used. The findings of this study and others suggest that little information about a student's academic skills is likely to be conveyed by a diagnosis of LD, leading to great heterogeneity in skill levels within LD support programs.
Journal Article
ACT science prep
\"Boost your ACT science score with this brand new all-in-one guide, filled with complete content review of the Science section, targeted advice from experts, and 4 full-length practice tests for ACT Science\"- Provided by publisher.
Measuring Health Literacy in Individuals With Diabetes: A Systematic Review and Evaluation of Available Measures
Objective. To identify instruments used to measure health literacy and numeracy in people with diabetes; evaluate their use, measurement scope, and properties; discuss their strengths and weaknesses; and propose the most useful, reliable, and applicable measure for use in research and practice settings. Methods. A systematic literature review was conducted to identify the instruments. Nutbeam's domains of health literacy and a diabetes health literacy skill set were used to evaluate the measurement scope of the identified instruments and to evaluate their applicability in people with diabetes. Results. Fifty-six studies were included, from which one diabetes-specific (LAD) and eight generic measures of health literacy (REALM, REALM-R, TOFHLA, s-TOFHLA, NVS, 3-brief SQ, 3-level HL Scale, SILS) and one diabetes-specific (DNT) and two generic measures of numeracy (SNS, WRAT) were identified. These instruments were categorized into direct measures, that is, instruments that assess the performance of individuals on health literacy skills and indirect measures that rely on self-report of these skills. The most commonly used instruments measure selective domains of health literacy, focus mainly on reading and writing skills, and do not address other important skills such as verbal communication, health care system navigation, health-related decision making, and numeracy. The structure, mode, and length of administration and measurement properties were found to affect the applicability of these instruments in clinical and research settings. Indirect self- or clinician-administered measures are the most useful in both clinical and research settings. Conclusion. This review provides an evaluation of available health literacy measures and guidance to practitioners and researchers for selecting the appropriate measures for use in clinical settings and research applications.
Journal Article