These are the data for 1037 K-3 students who contributed oral academic language samples. https://doi.org/10.1044/2023_AJSLP-22-00365
The dataset contains the raw data of various learning outcomes in our SBL engineering course in 2022.
This file contains data associated with "Children’s Baseline Working Memory Moderates the Effects of Working Memory Training,” a paper submitted for publication by Lynn Fuchs, Sonya Sterba, Marcia Barnes, and Douglas Fuchs of Vanderbilt University. The primary purpose of this analysis was to investigate whether children’s baseline working memory (B_WM) moderates effects of WM training for improving WM.
Mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among these traits and developmental change in them. Spatial abilities (7th, 8th grade) and trait anxiety (8th, 9th grade) were also assessed and used for control for sex differences in these traits.
These data are children ages 2 through 5, includes preschool, child, and family demographic characters, social and emotional skills, cognitive skills, early math, early reading, and other indicators of kindergarten readiness (e.g., approaches to learning). Data were collected via director child assessments and teacher report. Direct child assessments were collected once in the fall whereas teacher reports were collected once in the fall and once in the spring.
This file contains data associated with "Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches," a publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653. Specifically, for students with math difficulties, this includes data on nesting variables, general participant information, pre and post working memory (WM), word-problem solving (WPS), and arithmetic; and delayed posttest on WPS and arithmetic.
This dataset is longitudinal in nature, comprising data from school years (2007/2008-2010/2011) following students in grade 1 to grade 4. Measures were chosen to provide a wide array of both reading and writing measures, encompassing reading and writing skills at the word, sentence, and larger passage or text levels. Participants were tested on all measures once a year, approximately one year apart. Participants were first grade students in the fall of 2007 whose parents consented to participate in the longitudinal study.
This dataset contains information from the Florida Progress Monitoring and Reporting Network (PMRN) linked to the Florida Twin Project twins. Data within this set contains information related to progress monitoring reading data and end of year reading achievement testing, student demographics, and school and teacher clusters for the 2003/2004 to 2013/2014 school years.
This dataset contains measures from the third wave of data collection of the twins' achievement (collected in 2016). Data was collected via parent assessment using instructions sent in the mail.