ABSTRACT Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest … [Read More] Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology
ABSTRACT Background: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. Aims: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in … [Read More] Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood – British Journal of Educational Psychology.
ABSTRACT This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls … [Read More] Young Children’s Initiation into Family Literacy Practices in the Digital Age – Journal of Early Childhood Research
ABSTRACT Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity—shared reading of a children’s … [Read More] Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading – Educational Psychology Review