			Home About us Contact

Second Grade (second + grade)

Distribution by Scientific Domains

Psychology	75%

Selected Abstracts

The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

CHILD DEVELOPMENT, Issue 5 2001
Ellen S. Peisner-Feinberg
The cognitive ad socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher , child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences. [source]

Teacher,child interactions: relations with children's self-concept in second grade

INFANT AND CHILD DEVELOPMENT, Issue 4 2010
Geertje Leflot
Abstract This study examined whether teacher,child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher,child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher,child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd. [source]

Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish-Speaking Children: Similarities and Differences

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2008
Alexandra Gottardo
We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish-speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short-term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary. [source]

Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 4 2002
Patricia F. Vadasy
In this article we report data from a longitudinal study of one,to,one tutoring for students at risk for reading disabilities. Participants were at,risk students who received phonics,based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second,grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second,grade posttest compared to controls. Schools may have selected students who did not respond to first,grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties. [source]

The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales

MIND, BRAIN, AND EDUCATION, Issue 3 2009
Robert S. Siegler
ABSTRACT The relation between short-term and long-term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct knowledge states; behaviorists such as Kendler and Kendler believed that the two involved similar patterns of continuous growth; Piaget believed that the two were basically dissimilar, with only development involving qualitative reorganization of existing knowledge and acquisition of new cognitive structures. This article examines the viability of these three accounts in accounting for the development of numerical representations. A review of this literature indicated that Werner's and Vygotsky's position (and that of modern dynamic systems and information processing theorists) provided the most accurate account of the data. In particular, both changes over periods of years and changes within a single experimental session indicated that children progress from logarithmic to linear representations of numerical magnitudes, at times showing abrupt changes across a large range of numbers. The pattern occurs with representations of whole number magnitudes at different ages for different numerical ranges; thus, children progress from logarithmic to linear representations of the 0,100 range between kindergarten and second grade, whereas they make the same transition in the 0,1,000 range between second and fourth grade. Similar changes are seen on tasks involving fractions; these changes yield the paradoxical finding that young children at times estimate fractional magnitudes more accurately than adults do. Several different educational interventions based on this analysis of changes in numerical representations have yielded promising results. [source]

The Role of Parenting Styles in Children's Problem Behavior

CHILD DEVELOPMENT, Issue 6 2005
Kaisa Aunola
This study investigated the combination of mothers' and fathers' parenting styles (affection, behavioral control, and psychological control) that would be most influential in predicting their children's internal and external problem behaviors. A total of 196 children (aged 5,6 years) were followed up six times from kindergarten to the second grade to measure their problem behaviors. Mothers and fathers filled in a questionnaire measuring their parenting styles once every year. The results showed that a high level of psychological control exercised by mothers combined with high affection predicted increases in the levels of both internal and external problem behaviors among children. Behavioral control exercised by mothers decreased children's external problem behavior but only when combined with a low level of psychological control. [source]