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Learning and Instruction

February 2019 Volume 59, Number 1

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Table of Contents

Number of articles: 8

  1. Early identification and intervention for children with initial signs of reading deficits - A blinded randomized controlled trial

    Susanne Volkmer, Katharina Galuschka & Gerd Schulte-Körne

    Early identification of reading disorder (RD) can prevent a “wait-to-fail” situation and can increase the efficacy of subsequent interventions. In this study we identified children in the middle of... More

    pp. 1-12

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  2. Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons

    Andrea Saffran & Petra Barchfeld, LMU Munich, Germany; Martha W. Alibali, University of Wisconsin-Madison, United States; Kristina Reiss, Technical University of Munich, Germany; Beate Sodian, LMU Munich, Germany

    This research investigates children's understanding of the significance of comparisons between data categories for judgments of covariation. Past studies showed that children sometimes neglect some... More

    pp. 13-20

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  3. Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test

    Zachary Hawes, University of Western Ontario, Canada; Nadia Nosworthy, Andrews University, United States; Lisa Archibald & Daniel Ansari, University of Western Ontario, Canada

    Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young... More

    pp. 21-33

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  4. Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school

    Lennart Schalk, PH Schwyz, Switzerland; Peter A. Edelsbrunner, Anne Deiglmayr, Ralph Schumacher & Elsbeth Stern, ETH Zurich, Switzerland

    In a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students’ ability to apply the control-of-variables... More

    pp. 34-45

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  5. Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study

    Alexandra M.A. Schmitterer, German Institute for International Educational Research, Germany; Sascha Schroeder, MPRG REaD (Reading Education and Development), Germany

    Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal ... More

    pp. 46-53

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  6. Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes

    Salih Rakap

    Present study investigated impact of pre-service teachers’ implementation of a constant time delay procedure within the framework of transition-based teaching on teaching pre-academic skills to... More

    pp. 54-64

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  7. Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework

    Andrew Ribner, Department of Applied Psychology, United States; Elizabeth Harvey, Roger Gervais & Caroline Fitzpatrick, Université Sainte-Anne, Canada

    The Opportunity–Propensity framework predicts that academic success is a function of: (a) Antecedent; (b) Opportunity; and (c) Propensity factors. The aim of the present study was to replicate and ... More

    pp. 65-75

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  8. The integration of information in a digital, multi-modal learning environment

    Anne Schüler

    The aim of the reported eye-tracking study was to investigate whether learners integrate information presented on several pages within a digital learning environment and whether the underlying... More

    pp. 76-87

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