This study examined the effects of teaching a test-taking strategy to 4 fourthand fifth-grade students with mild mental disabilities on reading and math achievement. The intervention consisted of a direct and explicit instructional method using a mnemonic strategy. The participants’ acquisition and application of the test-taking strategy on reading and math probes were evaluated using a multipl...

Attention Deficit Hyperactivity Disorder (ADHD) and educational achievement are negatively associated in children. Here we test the hypothesis that there is a direct causal effect of ADHD on educational achievement. The causal effect is tested in a genetically sensitive design to exclude the possibility of confounding by a third factor (e.g. genetic pleiotropy) and by comparing educational achi...

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter pu...

A COGNITIVE MODEL OF ALGEBRA ACHIEVEMENT AMONG UNDERGRADUATE COLLEGE STUDENTS by Tammy D. Tolar Algebra has been called a gatekeeper because proficiency in algebra allows access to educational and economic opportunities. Many students struggle with algebra because it is cognitively demanding. There is little empirical evidence concerning which cognitive factors influence algebra achievement. Th...

The present study intends to investigate the effect of cooperative learning on English language achievement of undergraduate students in higher education classrooms. This quasi-experimental research used a pre and post-test group design. Fifty four Iranian undergraduate students in different majors at Shiraz Azad University who were taking general English course involved in this research. Some ...