Morphological awareness, the ability to consciously think about morphemes, plays an important role in literacy achievement. Historically, when measuring morphological awareness, researchers primarily have administered tasks in the spoken rather than written modality, and few have investigated the influence of modality on task performance. Thus, the purpose of this study was to determine whether performance on cloze morphological awareness tasks would be different for English-speaking third- through sixth-grade students depending on whether the task was administered in the spoken or written modality. We also analyzed whether performance on a written version explained unique variance on measures of word-level reading and spelling after controlling for receptive vocabulary and performance on the spoken morphological awareness task. Third- through sixth-grade English-speaking students (n > 150 per grade) in the United States completed cloze tasks measuring their awareness of base words and their inflected or derived forms, as well as standardized measures of real word reading, decoding, spelling, and receptive vocabulary. Across each grade, students performed less well on the written compared to spoken morphological awareness tasks. Performance on the spoken version was related to at least one literacy skill at each grade, and performance on the written version significantly explained unique variance on all literacy measures for each grade beyond that of receptive vocabulary and performance on the spoken cloze morphological awareness task. For children in the mid- to upper elementary grades, researchers and practitioners should consider including written morphological awareness measures, in addition to spoken morphological awareness tasks when aiming to capture the full range of morphological awareness skills needed for word-level literacy success.

Can AI provide useful analytic essay scoring for different genres of writing with elementary grade students?

This study examined whether early language ability influences adolescents' well-being, using longitudinal data from 502 children (223 females, 279 males; 86% White, 12% Black, 1% Hispanic, and 1% Asian). Measures of oral language, performance IQ, and socioeconomic status were obtained during elementary grades. At ages 16-17, psychological well-being was assessed using the Perceived Competence Scale (comprising scholastic ability, self-esteem, and friends factors) and Satisfaction with Life scale. Structural equation modeling showed language ability significantly predicted later scholastic ability and friendship. Scholastic ability mediated the association between language ability and satisfaction with life. Socioeconomic status moderated associations between language and scholastic ability. Findings support that individual differences in oral language ability affect adolescents' academic and social self-competence perceptions and life satisfaction.

Objective. This study aims to examine the mediating role of reading fluency in executive functions and reading comprehension. Method. To this end, 85 Spanish-speaking children in upper elementary grades were assessed on reading comprehension, reading fluency, fluid intelligence, and executive functions (working memory, inhibition, and cognitive flexibility). Predictors of reading fluency and reading comprehension were examined, along with the mediating role of reading fluency in executive functions and reading comprehension. Results. Fluid intelligence emerged as relevant in both reading processes. Reading fluency was not found to mediate the relationship between executive functions and reading comprehension. The results are discussed within the framework of thecognitive complexity inherent in reading comprehension.

Research over the past few decades has demonstrated the efficacy of well-defined Social-Emotional Learning (SEL) programs when implemented with fidelity. Such programs have improved students' social skills, mental health and academic achievement. However, there has been no description or synthesis of current inclusion of SEL-related outcomes in Canadian public school curricula. While SEL has been shown to be effective when implemented with fidelity, the current inclusion of SEL in Canadian curricula may be too scattered and fragmented to lead to consistent implementation or the positive outcomes associated with SEL reported in literature. The purpose of this study was to identify the SEL-related specific learning outcomes currently included in Canadian primary to grade 6 curricula. The descriptive and deductive analysis provided insights into the current state of SEL inclusion in Canadian curricula. Results indicated that despite significant variation in each province and territory’s approach to curricula, emphasis was placed on teaching students social skills such as prosocial behavior, conflict resolution, and social cues. All provinces placed the least amount of emphasis on teaching or enforcing attitudes such as optimism, enthusiasm, openness, and gratitude. Considerations for ongoing Canadian research and psychology-informed curriculum development are discussed.

This study utilized a phenomenological research methodology to explore the lived experiences of elementary Grade 3 pupils in Zone 2, Division of Zambales, who participated in the National Learning Camp (NLC) program. Participants were selected via purposive sampling, ensuring they met specific criteria including: (1) was a bona fide grade 3 pupil participating in the NLC program; (2) had completed at least one full cycle of the NLC program; (3) whose parents/guardians had provided written informed consent for their participation in the study; and (4) was able to communicate their thoughts and experiences clearly and effectively. Qualitative data were gathered through in-depth semi-structured interviews and focus group discussions and subsequently analyzed using Bingham's five-phase thematic analysis. The findings show that the National Learning Camp successfully created a positive and engaging learning environment for pupils; and enriching experiences in reading and game-based activities. The participants described the challenges in terms of environmental, resources and pedagogical; and emotional struggles. Despite the identified challenges, pupils particularly valued the NLC's impact on basic literacy and their overall perception of learning, crediting to their supportive teachers for much of this success. To further enhance the program, pupils recommend strengthening foundational skills through engaging, hands-on activities, providing personalized attention, and optimizing program duration and resources.

This study focused on the development and acceptability of a Localized Big Book for elementary grade pupils at Tomas Claudio Colleges, Morong, Rizal, during School Year 2025–2026. Utilizing a descriptive-developmental research design, the study aimed to create an instructional material that is culturally relevant, engaging, and aligned with pupils’ learning needs. The total population of elementary teachers served as respondents. They were profiled according to age, sex, civil status, educational attainment, position title, length of service, and in-service trainings attended. A researcher-made questionnaire-checklist was used to evaluate the acceptability of the developed Big Book in terms of objectives, contents, language and style, presentation and organization, and creativity.Findings revealed that the developed Localized Big Book was highly acceptable across all evaluated criteria. There was no significant difference in teachers’ assessment when grouped according to age, sex, educational attainment, and length of service. However, significant differences were found when grouped according to position title (in terms of presentation and organization, and creativity) and in-service trainings attended (in terms of objectives). Teachers described the Big Book as engaging, colorful, culturally relevant, well-organized, and age-appropriate, with illustrations and language that effectively captured pupils’ interest.Suggestions for improvement included simplifying longer texts, incorporating interactive features such as guide questions and activities, enhancing visual transitions, and adding review prompts or a glossary to strengthen comprehension and creativity. The study concluded that most teacher-related variables do not predict acceptability levels, except for position title and in-service training. It recommended teacher orientation, integration of interactive strategies, enrichment of creative elements, digital adaptation of the material, and further parallel studies.

The formation of computer literacy in elementary grades makes it possible to streamlinethe content of the computer science course in basic general education and establish a single levelof education. The article raises the question of defining the content related to the elementary fieldof computer science in elementary school. The contentof computer literacy developed at the Kyrgyz Academyof Education in primary schools is analyzed. The concepts that maybe of interest to elementary schoolstudents are analyzed, such asthe device and functionsof a computer, working with elementary graphics programs, using game software, and learning how to create presentations. These concepts provide an introduction to the subjectof computer science. The distributed contentof computer literacy fromthe second to the fourth grade was analyzed. The article is considered as methodological recommendations that will allow developing computer literacyin elementary school students.

This longitudinal study investigated the relative importance of various bilingual language skills predictors for English reading comprehension over time in Spanish–English bilingual children in elementary grades. We examined the contributions of phonological awareness (PA), morphological awareness (MA), syntactic awareness (SA), and vocabulary in both English and Spanish at two time points. Dominance analysis was used to examine the shifting pattern of relative contributions of bilingual language skills to children’s English reading comprehension. Results revealed a shifting dominance pattern of predictor importance over time. At Time 1, English PA was the strongest predictor, followed by English MA. However, by Time 2, English MA emerged as the most important predictor, surpassing English PA. Spanish language skills, particularly MA and PA, showed notable contributions at Time 1 but decreased in importance by Time 2. English SA and vocabulary demonstrated increasing contributions over time, while their Spanish counterparts declined. These findings highlight the evolving nature of reading comprehension predictors in bilinguals’ reading development, suggesting a transition from reliance on both first and second language skills to predominantly second language-specific skills.

This study highlights the challenges faced by pre-service teachers in navigating mathematics problem-solving instruction at the university level. The activity of problem-solving is central to mathematical sense-making, crucial from the elementary grades onward. However, problem-solving often occupies a marginalised position in elementary school classrooms. This issue can be partly attributed to the fact that many pre-service elementary teachers possess (1) limited mathematical knowledge regarding problem-solving strategies and (2) counterproductive beliefs about how to effectively teach these skills. Building on an intervention with a group of pre-service elementary teachers addressing these two critical barriers to teaching problem-solving, this study explores the challenges that these teachers identified as they prepared and delivered lessons focused on problem-solving. Drawing on the Theory of Didactical Situations (TDS), key concepts were employed to analyze the data with a focus on the target knowledge. The findings add to the growing body of research highlighting challenges that teacher education programs can address to better prepare pre-service teachers for teaching problem-solving in mathematics.

ABSTRACT The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: English learners in U.S. schools. A targeted, interdisciplinary literature review traverses three domains—across linguistic, metalinguistic, and sociocognitive skills—in which the experiences of becoming multilingual can support reading development, particularly in the upper elementary grades and beyond, when increasingly sophisticated literacy practices rely on deep reading comprehension. The synthesized studies illustrate how multilingual experiences can buoy deep reading comprehension by giving rise to cross‐linguistic transfer, metalinguistic awareness, social perspective taking, and other supportive mechanisms. To encourage continued advances in research and practice, we situate the lessons of the review among two complementary models of reading and discuss the importance of refining research within the science of reading to include a wider range of participants and a clearer focus on falsifiable hypotheses. Ultimately, we call for a SoR movement that recognizes the different strengths students bring to reading and that champions instruction that builds on those strengths, for all students.

Does transcription instruction make writing intervention more effective? A meta-analysis.

FACTOR LEADING TO LOW PERFORMANCES AMONG ELEMENTARY GRADE STUDENTS OF KHORDHA DISTRICT

This study aimed to evaluate an eight-week Understanding by Design-based climate change program implemented in 153 elementary schools across Türkiye (65 cities) with a total of 1350 teachers and 35000 students. 402 teachers from 77 schools in 35 cities filled out the teacher opinion form to evaluate the program. Additionally, three focus group interviews with a total number of 26 teachers were conducted in the three biggest cities in Türkiye. In focus group interviews and teacher opinion forms, teachers were asked to evaluate the curriculum in terms of context, input, process, and product. The transcriptions obtained from the focus group interviews and teacher opinion forms were analyzed with content analysis. According to the findings of the study, the curriculum effectively addressed the teachers' needs for climate change education, and the activities helped students to understand and transfer knowledge to their daily lives. However, due to physical limitations and a lack of time, sometimes the activities could not be completed as desired. As a result, this research found that climate change education developed using Understanding by Design is effective for students to comprehend and apply knowledge in their daily lives, which are the ultimate goals of climate change education.

This mixed-methods thesis assessed the implementation and effectiveness of the ARAL (Academic Recovery and Accessible Learning) Program in mitigating learning gaps among elementary students in three public schools in Toledo City, Cebu. Anchored in Transformative Learning, Sociocultural, and Social Reconstruction theories, the study gathered data from a highly experienced (86.11% with 6 years), mid-career, predominantly female teaching force concentrated in the upper elementary grades (Grade 4 and above). Findings revealed a highly effective overall program implementation (Overall Weighted Means (OWM)=3.59, "Agree" interpretation) characterized by strong teacher knowledge, critical thinking strategies, and a noteworthy commitment to student mental health and well-being (mean=4.31). However, teachers' self-assessed preparedness, while generally "Agree," showed relative weaknesses in implementing specialized skills, specifically integrating technology (mean=3.36), applying multi-sensory phonics (mean=3.53), and addressing diverse socio-economic needs (mean=3.44). Crucially, parental involvement was identified as the weakest link in program participation (mean=3.36), alongside systemic challenges of inadequate instructional time and resources. A highly significant positive correlation was established between program implementation and teacher preparedness. The study concludes that experienced staff provide a stable base but require targeted support. Based on these findings, an evidence-based Action Plan is proposed that mandates dedicated instructional time, systematically increases parental engagement protocols, and provides mandatory professional development to upskill teachers in specialized literacy and equity-focused practices, thereby ensuring sustained and nuanced academic recovery.

ABSTRACT This experimental study examines the benefits and limits of a science, language, and literacy integrated curricula with Multilingual Learners (MLs). The curricular intervention is based on the premise that language processes, specifically reading, writing, and discourse instruction are better served when these language processes are means to subject matter learning. Although there is a knowledge base of the efficacy of similar instructional models for middle school and upper grade MLs, this study examines the effects of a science, language, and literacy integrated curricula on early elementary grade MLs (n = 307). In this study, classrooms in the United States that housed second and third grade MLs were randomly assigned to one of four conditions: 1. Science and Literacy Integrated Curriculum; 2. Science-Only Curriculum; 3. Literacy-Only Curriculum; 4. No treatment comparison group. The study included four conditions to distinguish the effects of the integrated curriculum on MLs' learning. Results showed that the science, language, and literacy integrated curriculum outperformed two of the three comparison conditions in science vocabulary and science knowledge, but not in science reading.

This study estimates the causal effect of randomized offers of full-day versus half-day pre-K on students’ likelihood of having English language learner (ELL) designations in early elementary grades. We leverage a randomized, controlled trial in a Colorado district serving primarily low-income Latinx families, where students assigned to full-day pre-K received more than twice as much instructional time. Although instruction was not formally multilingual, we hypothesize that additional English exposure in full-day classrooms may reduce the likelihood of a later ELL designation. Among students likely not fluent in English at pre-K entry, full-day pre-K offers reduce ELL designations in grades K–3 by 8–16 percentage points. These findings contribute to evidence on the long-term benefits of full-day pre-K and suggest the added costs of full- versus half-day pre-K may be offset by reduced need for ELL services in the early grades—an important consideration for district leaders weighing the value of expanding program duration.

This article uses school-level aggregate achievement data to estimate the intraclass correlation coefficient (ICC)—proportion of variation in test scores that is between schools within states—and how this is related to school characteristics. This study contributes to the literature by providing an up-to-date, comprehensive set of between-school ICC estimates based on population-level data and identifying relevant school context characteristics that can explain differences in ICC estimates. We estimate 6,021 state-grade-year-subject ICCs for grades 3–8 mathematics and reading/language arts (RLA) using state assessment data from 2009 to 2019 across all 50 states and the District of Columbia. The average math ICC is 0.194 and the average RLA ICC is 0.168. Average ICC estimates vary widely across states. The majority of between-state differences in ICC estimates (70% in math and 78% in RLA) can be explained by a small number of variables representing school structures and the level of between-school racial and economic segregation. We also find average ICC estimates increased over time, with larger increases in elementary grades and most of the increases occurring in 2015 or later.

A growing body of research shows that students’ self-regulatory behaviors are positively associated with reading achievement, whereas attention difficulties are negatively related. However, these factors have typically been examined separately. This study addresses this gap by simultaneously analyzing self-regulation and attention difficulties, as well as their interactions with sociodemographic characteristics, thereby offering a more comprehensive understanding of early reading development. Using nationally representative data from approximately 18,000 first-grade students in the Early Childhood Longitudinal Study (ECLS-K:2011), we employed structural equation modeling to examine how self-regulatory behaviors and attention difficulties mediate the relationship between reading achievement and attention difficulties. Findings indicated that the direct and mediating effects of self-regulation and attention difficulties differed across sociodemographic groups. Attention difficulties emerged as the stronger mediator of reading achievement compared to self-regulation. These results underscore the importance of supporting self-regulatory skills in the early elementary grades to manage attention difficulties and improve reading performance. This study is among the first to integrate sociodemographic factors with self-regulation and attention in predicting reading outcomes, providing a foundation for more targeted early interventions.

ABSTRACT Background Socioscientific issues (SSI) are controversial and complex issues that include social, political, ethical, and moral aspects and the deliberate use of scientific topics. These issues require the use of evidence-based reasoning for informed decision-making. Although SSI-based instruction improves learning outcomes, teachers lack confidence and support to address these issues in their teaching, as well as competence in designing argumentation activities, although they enhance learning outcomes. Purpose To address this matter, the present investigation assessed the capacity of nine elementary school teachers to create SSI-based argumentation tasks after exercising model-evidence link (MEL) activity on a controversial issue, namely GMOs. Sample Nine elementary teachers (3 males and 6 females) enrolled in the Teaching Socioscientific Issues course and volunteered to participate in the study. Design and Methods The teachers selected an SSI topic to teach in elementary grades and formulated an argumentation task that necessitated providing evidence. The rubric devised by the authors was used to evaluate their activities. Results and conclusion The results indicated low level of ability to consider supporting, contradictory and irrelevant evidence although they mostly selected an appropriate topic to discuss in elementary grades and correctly identified an argument and counter-argument about the selected topic. The findings also showed that the teachers did not even consider teaching the credibility of sources to evaluate the relationship between arguments and evidence. The results of the current study may potentially provide useful resource to develop in-service teacher education programs.