Measures and References: References: Core Academic Literacies

Return to References: Core Academic Literacies factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

No measures currently provided for this factor.

References

Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.

Arán Filippetti, V., & Krumm, G. (2020). A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychology, 26(6), 770-800.

Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23(3), 299-313.

Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014). Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140-159.

Blair, C., Ursache, A., Greenberg, M., & Vernon-Feagans, L. (2015). Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades. Developmental Psychology, 51(4), 459.

Blankenship, T. L., O'Neill, M., Ross, A., & Bell, M. A. (2015). Working memory and recollection contribute to academic achievement. Learning and individual differences, 43, 164-169.

Blom, L. C., Alvarez, J., Zhang, L., & Kolbo, J. (2011). Associations between health-related physical fitness, academic achievement and selected academic behaviors of elementary and middle school students in the state of Mississippi. ICHPER-SD Journal Of Research, 6(1), 13-19.

Brockbank, E., Lombrozo, T., Gopnik, A., & Walker, C. M. (2023). Ask me why, don't tell me why: Asking children for explanations facilitates relational thinking. Developmental Science, 26(1), e13274.

Broussard, S. C., & Garrison, M. B. (2004). Family and consumer sciences research. Family and Consumer Sciences Research Journal, 33(2), 106-120.

Bustamante, A. S., White, L. J., & Greenfield, D. B. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Research Quarterly, 44, 34-42.

Casbergue, R. M. (2017). Ready for kindergarten? Rethinking early literacy in the common core era. The Reading Teacher, 70(6), 643-648.

Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and academic achievement in third-and fifth-grade students. Journal of Sport and Exercise Psychology, 29(2), 239-252.

Cokley, K., McClain, S., Jones, M., & Johnson, S. (2012). A preliminary investigation of academic disidentification, racial identity, and academic achievement among African American adolescents. The High School Journal, 95(2), 54-68.

Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264.

Davison, M. D., Hammer, C., & Lawrence, F. R. (2011). Associations between preschool language and first grade reading outcomes in bilingual children. Journal of Communication Disorders, 44(4), 444-458.

de Santana, A. N., Roazzi, A., & Nobre, A. P. M. C. (2022). The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis. Trends in Neuroscience and Education, 28, 100179.

Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. Self-regulation and Autonomy: Social and Developmental Dimensions of Human Conduct, 40(1), 208-230.

Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474.

Fandakova, Y., & Bunge, S. A. (2016). What connections can we draw between research on long-term memory and student learning?. Mind, Brain, and Education, 10(3), 135-141.

Ferguson, H. B., Bovaird, S., & Mueller, M. P. (2007). The impact of poverty on educational outcomes for children. Paediatrics & Child Health, 12(8), 701-706.

Freeman, E. E., Karayanidis, F., & Chalmers, K. A. (2017). Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children. Learning and Individual Differences, 57, 58-64.

Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269.

Goldin‐Meadow, S. (2009). How gesture promotes learning throughout childhood. Child Development Perspectives, 3(2), 106-111.

Gompel, M., Van Bon, W. H., & Schreuder, R. (2004). Reading by children with low vision. Journal of Visual Impairment & Blindness, 98(2), 77-89.

Greenburg, J. E., Carlson, A. G., Kim, H., Curby, T. W., & Winsler, A. (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development, 31(2), 304-322.

Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Developmental Psychology, 54(3), 397.

Harris, K. R., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157.

Hrastinski, I., Bonetti, A., & Hedjever, M. (2023). Relationship between auditory processing skills and academic achievement of elementary school children. Specijalna Edukacija i Rehabilitacija, 22(2), 95-116.

Jimenez, M. E., Wade, R., Lin, Y., Morrow, L. M., & Reichman, N. E. (2016). Adverse experiences in early childhood and kindergarten outcomes. Pediatrics, 137(2).

Jirout, J. J., Vitiello, V. E., & Zumbrunn, S. K. (2018). Curiosity in schools. The New Science of Curiosity, 1(1), 243-266.'

Keil, F. C. (2022). Wonder: Childhood and the Lifelong Love of Science. MIT Press.

Lambert, K., & Spinath, B. (2018). Conservation abilities, visuospatial skills, and numerosity processing speed: Association with math achievement and math difficulties in elementary school children. Journal of Learning Disabilities, 51(3), 223-235.

Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677-692.

Lee, J., Joswick, C., & Pole, K. (2023). Classroom play and activities to support computational thinking development in early childhood. Early Childhood Education Journal, 51(3), 457-468.

Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517-528.

Louleli, N., Hämäläinen, J. A., Nieminen, L., Parviainen, T., & Leppänen, P. H. (2020). Dynamics of morphological processing in pre-school children with and without familial risk for dyslexia. Journal of Neurolinguistics, 56, 100931.

Magalhães, S., Carneiro, L., Limpo, T., & Filipe, M. (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychology, 26(7), 934-952.

Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools.

McClelland, M. M., & Cameron, C. E. (2011). Self‐regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29-44.

McClelland, M. M., & Cameron, C. E. (2011). Self‐regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29-44.

McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 599.

McKelvey, L. M., Edge, N. C., Mesman, G. R., Whiteside-Mansell, L., & Bradley, R. H. (2018). Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood. Child Abuse & Neglect, 82, 168-177.

Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol., 57, 487-503.

Melaville, A., Berg, A. C., & Blank, M. J. (2006). Community-Based Learning: Engaging Students for Success and Citizenship. Coalition for Community Schools.

Mendes, G. G., & Barrera, S. D. (2017). Phonological processing and reading and writing skills in literacy. Paidéia (Ribeirão Preto), 27, 298-305.

Milam, A. J., Furr-Holden, C. D. M., & Leaf, P. J. (2010). Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children. The Urban Review, 42, 458-467.

Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70.

Moje, E. B. (2008). Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change. Journal of Adolescent & Adult Literacy, 52(2).

Morra, S., & Camba, R. (2009). Vocabulary learning in primary school children: Working memory and long-term memory components. Journal of Experimental Child Psychology, 104(2), 156-178

National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.

Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education & Development, 24(7), 1000-1019.

O'Hare, K., White, N., Harding, R., Galland, B., Sellbom, M., Shine, B., & Schaughency, E. (2021). Sluggish cognitive tempo and daytime sleepiness mediate relationships between sleep and academic performance. Journal of Developmental & Behavioral Pediatrics, 42(8), 637-647.

Ordonez Magro, L., Majerus, S., Attout, L., Poncelet, M., Smalle, E. H., & Szmalec, A. (2020). The contribution of serial order short-term memory and long-term learning to reading acquisition: A longitudinal study. Developmental Psychology, 56(9), 1671.

Ortega, R., López, V., Carrasco, X., Escobar, M. J., García, A. M., Parra, M. A., & Aboitiz, F. (2020). Neurocognitive mechanisms underlying working memory encoding and retrieval in Attention-Deficit/Hyperactivity Disorder. Scientific Reports, 10(1), 7771.

Osborne, J. W. (1999). Unraveling underachievement among African American boys from an identification with academics perspective. Journal of Negro Education, 555-565.

O'Brien, L. M., Paratore, J. R., Salinas, A., & Blodgett, S. (2023). Using connected teaching and learning to deepen children's interdisciplinary learning. Journal of Early Childhood Research, 21(2), 181-197.

Polderman, T. J., Boomsma, D. I., Bartels, M., Verhulst, F. C., & Huizink, A. C. (2010). A systematic review of prospective studies on attention problems and academic achievement. Acta Psychiatrica Scandinavica, 122(4), 271-284.

Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1-18.

Quílez-Robres, A., González-Andrade, A., Ortega, Z., & Santiago-Ramajo, S. (2021). Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study. Studies in Educational Evaluation, 70, 101020.

Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence, 82, 101487.

Resch, C., Meijs, C., de Groot, R. H. M., van der Wurff, I. S. M., Xu, K., & Hurks, P. P. M. (2019). Classroom interventions targeting sensory processing and executive functions of school-aged children: A systematic review comparing and contrasting different intervention approaches. Maastricht: Maastricht University.

Reynolds, A. J. (1994). Effects of a preschool plus follow-on intervention for children at risk. Developmental Psychology, 30(6), 787.

Rittle-Johnson, B., Saylor, M., & Swygert, K. E. (2008). Learning from explaining: Does it matter if mom is listening?. Journal of Experimental Child Psychology, 100(3), 215-224.

Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). The long-term role of the home learning environment in shaping students' academic attainment in secondary school. Journal of Children's Services, 10(3), 189-201.

Sarver, D. E., Rapport, M. D., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J. (2012). Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near-and long-term scholastic achievement. Learning and Individual Differences, 22(1), 8-19.

Scheffler, R. M., Brown, T. T., Fulton, B. D., Hinshaw, S. P., Levine, P., & Stone, S. (2009). Positive association between attention-deficit/hyperactivity disorder medication use and academic achievement during elementary school. Pediatrics, 123(5), 1273-1279.

Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2015). Residential mobility, inhibitory control, and academic achievement in preschool. Early Education and Development, 26(2), 189-208.

Schneider, W., & Niklas, F. (2017). Intelligence and verbal short-term memory/working memory: Their interrelationships from childhood to young adulthood and their impact on academic achievement. Journal of Intelligence, 5(2), 26.

Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380-386.

Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571.

Sivakumar, C. T., Rajan, M., Pasupathy, U., Chidambaram, S., & Baskar, N. (2022). Effect of sleep habits on academic performance in schoolchildren age 6 to 12 years: a cross-sectional observation study. Journal of Clinical Sleep Medicine, 18(1), 145-149.

Slavin, R. E. (2011). Instruction based on cooperative learning. Handbook of Research on Learning and Instruction, 4(2), 12-23.

Stormark, K. M., Fosse, H. E., Pallesen, S., & Hysing, M. (2019). The association between sleep problems and academic performance in primary school-aged children: Findings from a Norwegian longitudinal population-based study. PloS One, 14(11), e0224139.

Swanson, H. L., & Alloway, T. P. (2012). Working memory, learning, and academic achievement.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education.

Taguma, M., & Barrera, M. (2019). OECD future of education and skills 2030: Curriculum analysis. Organisation for Economic Co-operation and Development.

Thurston, A. (2014). The potential impact of undiagnosed vision impairment on reading development in the early years of school. International Journal of Disability, Development and Education, 61(2), 152-164.

van der Wurff, I., Meijs, C., Hurks, P., Resch, C., & de Groot, R. (2021). The influence of sensory processing tools on attention and arithmetic performance in Dutch primary school children. Journal of Experimental Child Psychology, 209, 105143.

Van Kraayenoord, C. E., & Schneider, W. E. (1999). Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4. European Journal of Psychology of Education, 14, 305-324.

Waite, K. (2021). Kindergarten Deforestation Experts: Interdisciplinary Learning for Understanding and Addressing Global Issues. International Journal of Early Childhood Environmental Education, 8(3), 20-39.

Waxman, S. R. (1990). Linguistic biases and the establishment of conceptual hierarchies: Evidence from preschool children. Cognitive Development, 5(2), 123-150.

Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2018). Do friendships afford academic benefits? A meta-analytic study. Educational Psychology Review, 30, 1241-1267.

Yang, X., & Meng, X. (2020). Visual processing matters in Chinese reading acquisition and early mathematics. Frontiers in Psychology, 11, 462.