Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Lina Shanley"'
Autor:
Madison A. Cook, Keith Smolkowski, Lina Shanley, Joanna Hermida, Sylvia Linan-Thompson, Christian T. Doabler, Ben Clarke
Publikováno v:
Journal of Numerical Cognition, Vol 10 (2024)
This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this stud
Externí odkaz:
https://doaj.org/article/c1df72ad7dc54bcf9012dd2fc1950943
Publikováno v:
Developmental Cognitive Neuroscience, Vol 58, Iss , Pp 101178- (2022)
Motion remains a significant technical hurdle in fMRI studies of young children. Our aim was to develop a straightforward and effective method for obtaining and preprocessing resting state data from a high-motion pediatric cohort. This approach combi
Externí odkaz:
https://doaj.org/article/385e3c0b044a4f049dfdad237c1e2b77
Autor:
Evangeline Kurtz-Nelson, Ben Clarke, Keith Smolkowski, Lina Shanley, Christian T. Doabler, Hank Fien
Publikováno v:
Learning Disabilities Research & Practice. 36:330-352
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef4b550946dfd3ade0fed2c7ecc789da
https://doi.org/10.1111/ldrp.12267
https://doi.org/10.1111/ldrp.12267
Autor:
Mari Strand Cary, David Furjanic, Ben Clarke, Joseph F. T. Nese, Marah Sutherland, Lina Shanley, Lillian K. Durán
Publikováno v:
Early Childhood Research Quarterly. 55:119-128
Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a27759102da4b8b5c7cbcb45d1a5ba42
https://doi.org/10.1016/j.ecresq.2020.11.003
https://doi.org/10.1016/j.ecresq.2020.11.003
Publikováno v:
Journal of Special Education Technology. 36:321-335
A quasi-experimental design in six kindergarten classrooms ( n = 123 students) was used to study the effects of the KinderTEK iPad–based math program on the math achievement of students in general education classrooms. Student math outcomes in thre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::623761571353a090ab1c5dae4626d690
https://doi.org/10.1177/0162643420928336
https://doi.org/10.1177/0162643420928336
Autor:
Jason C. Cohen, Eric D. Wilkey, Virany Men, Daniel Ansari, Fred W. Sabb, Ben Clarke, Nicole A. Heller, Lina Shanley
Publikováno v:
Developmental scienceREFERENCES. 25(3)
Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Compe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::540de4f965803ed0e3398abd6c775799
https://pubmed.ncbi.nlm.nih.gov/34800342
https://pubmed.ncbi.nlm.nih.gov/34800342
Autor:
Hank Fien, Christian T. Doabler, Daniel Anderson, Ben Clarke, Eva Kurtz-Nelson, Jessica Turtura, Lina Shanley
Publikováno v:
School Psychology. 34:541-554
The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::084f2688a041aad9a0921717bf37a685
https://doi.org/10.1037/spq0000326
https://doi.org/10.1037/spq0000326
Autor:
Ben Clarke, Jessica Turtura, Marissa Pilger, Lina Shanley, Mari Strand Cary, Marah Sutherland
Publikováno v:
Journal of Special Education Technology. 35:119-132
Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructiona
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d879f56dbcf47ce6940e09248e0cd5b1
https://doi.org/10.1177/0162643419852929
https://doi.org/10.1177/0162643419852929
Publikováno v:
Mathematical Thinking and Learning. 20:324-336
Early number skills are a critical aspect of early mathematics development. However, the constructs that comprise early number skills differ across assessments, and previous studies have proposed v...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::72943c579f91462da21038ac2f55eb93
https://doi.org/10.1080/10986065.2018.1509419
https://doi.org/10.1080/10986065.2018.1509419
Publikováno v:
Assessment for Effective Intervention. 45:151-160
This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0–20 and NLA 0–100). The sample consisted of 60 kindergarten and 46 first grade students. Both number
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e2c9f96344cf4ef8bd5cd4714f45cc50
https://doi.org/10.1177/1534508418791738
https://doi.org/10.1177/1534508418791738