Showing papers in "Journal of School Psychology in 2002"

TL;DR: This paper found that a closer relationship with the teacher was positively related to language skills for African-American children and to reading competence for children whose parents reported more authoritarian attitudes and reported more progressive parenting beliefs and practices.

TL;DR: In this paper, the authors provide practical advice about methods to prevent reading failure that is grounded in the new knowledge we have acquired about reading and learning to read over the past two decades.

TL;DR: There has been much agreement on the many features fostering school effectiveness as discussed by the authors, however, questions remain on how to bring about desired changes and the largely unanswered questions that matter for policy and practice.

TL;DR: This paper investigated the connections of middle school students' emotional dispositions and academic-related affect with their school performance and found that although students' emotion regulation, general affective dispositions, and academic affect were related to each other, each of these variables also made a unique significant contribution to students' GPA, over and above the influence of other cognitive contributors.

TL;DR: This paper found that children with ADHD performed significantly below prediction in reading, writing, and mathematics skills and demonstrated a greater discrepancy between actual and predicted achievement than did a group of non-ADHD children.

TL;DR: This paper examined the roles of childcare involvement and parent-child interaction quality on the development of school readiness and social skills among a low-income, minority sample of kindergarten children, finding that early entry into childcare exposure was associated with higher levels of social skills ratings and increased time per week in such settings predicting lower levels of cognitive and social development.

TL;DR: For example, this article found that phonological awareness in Spanish-English first grade first graders with families of Latino immigrants and who received all their school instruction in English completed an assessment battery with both Spanish and English measures of phonological aware, Verbal IQ (VIQ), oral language proficiency, and single-word reading (real words and pseudowords); they also named English alphabet letters.

TL;DR: This article found a linear relationship between relative problem completion rates (RPCR) and choice in accordance with the matching law (Herrnstein, 1961, 1970), which supports the discrete task completion hypothesis and suggests that interspersing additional brief tasks enhances interval schedules of reinforcement.

TL;DR: This article identified critical cross-cultural competencies for school psychologists, including Academic Interventions, Assessment, Consultation, Counseling, Culture, Language, Laws and Regulations, Organizational Skills, Professional Characteristics, Report Writing, Research Methods, Theoretical Paradigms, Working with Interpreters, and Working with Parents.

TL;DR: This article proposed a rationale and procedures for more efficient approaches to the identification of children as learning disabled in reading or at risk for these disabilities that are aligned with research on reading disabilities and other forms of LD.

TL;DR: This article examined the relationship between students' perceptions of class management and their self-reported misbehavior and found that perceived class management was associated with off-task orientation and opposition toward teachers than with bullying.

TL;DR: In this paper, the authors investigated the relationship between perceived popularity and perceived teacher preference in a sample of 351 10th-grade students from an urban community experiencing a moderate degree of economic distress.

TL;DR: This paper conducted an empirical meta-analysis of research on pre-referral intervention teams (PITs) by reviewing 72 articles and computed effect size (ES) coefficients, which resulted in a mean ES of 1.10.

TL;DR: In this article, the authors identify ten reasons why discrepancy scores (based on differences between IQ and reading achievement scores) provide an inadequate means for identifying children with reading disabilities and recommend instead that children be identified simply on the basis of problems in reading skills, regardless of their IQs.

TL;DR: This paper examined the perceptions of self and the attachment relationship to parents in aggressive and nonaggressive rejected children, as compared to children with an average or popular sociometric status, and found that rejected-nonaggressive children perceived the relationship with their father as less secure than did the more popular children.

TL;DR: In this article, variables predicting linear and quadratic grade trajectories over the seventh grade were examined using a structural equation model (SEM, AMOS-4) and curve estimation procedures.

TL;DR: This paper examined first and second-grade children's judgments of aggressive, withdrawn, and prosocial behavior by means of fictional scenarios and found that aggressive children elicited the strongest feelings of anger, while the most similar to prosocial children were perceived as more similar to the prosocial ones.

TL;DR: This paper examined differences among classes in academic and psychosocial aspects of school adjustment, and found that the structure of the social relations contributed to differences in several aspects of the school adjustment.

TL;DR: In this article, the authors report on the social relations of rural African American early adolescents and the initial impact of a multilevel universal intervention program aimed at enhancing the productive school engagement of at-risk youth.

TL;DR: The Talking with TJ teamwork-building series is a video-based program designed to promote social/emotional competence in elementary school children as mentioned in this paper, which emphasizes group planning, diversity appreciation, and teamwork.

TL;DR: This article examined the relationship between specific types of moral reasoning (i.e., imminent, probable, physical, and psychological) and teacher-reported overt aggression in first and second grade students.

TL;DR: This paper explored both putative and potential relationships between school funding and educational outcomes and concluded that despite large increases in real dollars, there is no readily discernable link between inputs and outputs, although when statistical control is exerted over prior ability, school mix, and teacher turnover, certain causal inferences appear warranted.

TL;DR: The authors found that novice scorers are not likely to make scoring mistakes that will significantly impact an IQ/achievement discrepancy-based documentation of learning disability, and that scoring errors resulted in two cases in which learning disability determination would be changed.

TL;DR: This paper conducted a longitudinal quasi-experimental study with 10 graduate students enrolled on an accredited training program in school psychology in which interviewing and problem-solving skills were taught and practiced, and found that following training consultant use of statements designed to reveal their reasoning to the teacher significantly increased, and was highly correlated with the quality of their subsequent written analyses of the teacher's problem situation.