Effects of Academic Survival Skill Training on Low Achieving First Graders<sup>1</sup>

Cobb, Joseph A.; Hops, Hyman

doi:10.1080/00220671.1973.10884576

Cited by 78 publications

(34 citation statements)

References 19 publications

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“…In this regard, this study contributes to the growing body of research that provides teachers and educators with information identifying the role of psychological characteristics that help children adjust to schooling. Interventions designed to promote the development of socially responsible behavior at school often result in higher levels of academic performance (Cobb 1972;Cobb and Hops 1973). The present study will be able to assist in the design of programs that facilitate better academic outcomes for elementary students, by considering psychosocial behaviors and how they may be directed to yield a supportive classroom environment.…”

Section: Discussionmentioning

confidence: 95%

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

Lim

Kim

2010

Asia Pacific Educ. Rev.

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This paper aims at investigating the causal effects of social behaviors on subsequent reading growth in elementary school, using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) data. The sample was 8,869 subjects who provided longitudinal measures of reading IRT scores from kindergarten (1998)(1999) to fifth grades (2003)(2004) in the United States. To examine the causal relationship, propensity score methods were used to match higher and lower groups in four social behavior domains such as Approaches to learning, Interpersonal skills, Internalizing problem behavior and Externalizing problem behavior. Results showed that the matched sample achieved sufficient pretreatment balance between the two groups. To examine the effects of social behaviors on the reading growth, multilevel growth model (MGM) was employed. Comparisons of the matched samples showed that children in the high groups of pro-social behavior or in the low groups of problem behavior at kindergarten entrance started with higher reading skills and developed reading achievement faster than those who were not. This study suggests that children's early social behavior is crucial in reading development. Practical implication and direction of future research are also discussed.

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Section: Discussionmentioning

confidence: 95%

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

Lim

Kim

2010

Asia Pacific Educ. Rev.

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“…In PSI, study objectives, student access to course materials, frequent test taking, and frequent interactions with proctors have been related to increased study time and greater student engagement with course content (Born, Gledhill, & Davis, 1972;Born & Herbert, 1971;Kirigin, Braukmann, Atwater, & Wolf, 1982;Semb, Hopkins, & Hursh, 1973). The use of contingencies and rules has also been linked to gains in ontask and work behaviors during instruction and subsequent academic outcomes (Cobb & Hops, 1973;Greenwood et al, 1979;Hops & Cobb, 1974;Medland & Stachnik, 1972;Packard, 1970). The education literature also documents teacher behaviors that facilitate frequent studentteacher interactions and opportunities for students to respond as important features of effective instruction (Good & Grouws, 1977; Kounin & Gump, 1974; Leinhardt, Zigmond, & Cooley, 1981).…”

mentioning

confidence: 99%

Teacher‐versus Peer‐mediated Instruction: An Ecobehavioral Analysis of Achievement Outcomes

Greenwood

Dinwiddie

Terry

et al. 1984

J of App Behav Analysis

116

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In three experiments, we compared the effects of instructional arrangements that varied in: (a) teacher versus peer mediators, (b) methods used, (c) levels of student academic responding generated, and (d) content taught and tested. Instructional arrangements (i.e., tasks, structure, teacher position, teacher behavior) and students' levels of academic responding were measured by an observation system which served as an index of the independent variables. Students' accuracy on weekly spelling, arithmetic, and vocabulary tests and pre-and post-standardized achievement tests (Experiments 2 and 3 only) were the dependent variables. Results indicated that the classwide peer tutoring, compared to the teacher's procedure, produced more student academic responding and higher weekly test scores, regardless of treatment order or subject matter content (Experiment 1). The four lowest performing students in each class, in particular, benefited from peer tutoring, often performing as well as the other students. These findings were replicated in Experiments 2 and 3 wherein content taught/tested was also manipulated. Standardized test score gains were higher in those areas in which peer tutoring was used longest. Issues related to the functional analysis of instruction and achievement gain are discussed.DESCRIPTORS: academic behavior, peer tutoring, classroom, elementary studentsOnly within the last 5 years have standardized achievement outcomes been causally attributed to teaching (Becker, 1977(Becker, , 1978Becker & Gersten, 1982;Brophy, 1979). Investigations of teaching practices that produce academic gains are beginning to yield exciting information on how to arrange lessons, how these arrangements affect student behavior, and in the long term, how they

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“…Senna, Rathus & Seigal (1974) propose that negative interaction between some youths and teacher contributes at least in part to delinquency. Cobb & Hops' (1970) work supports such assertions. The youth who has not acquired adequate socialisation in the home environment or chooses not to conform with the expectation of the academic setting soon becomes labelled a trouble maker.…”

Section: Level 2-survival Skillsmentioning

confidence: 91%

“…It is suggested that an important causative factor for Aboriginal delinquency is the competence of the sub-groups in survival skills (Cobb & Hops, 1970). There is a growing body of research that indicates that delinquents in low socio-economic groups are clearly disadvantaged in terms of basic day to day skills which are necessary for survival in our complex industrial society (Jodrell & Sanson-Fisher 1975).…”

Section: Level 2-survival Skillsmentioning

confidence: 99%

Aborigines in Crime Statistics an Interaction between Poverty and Detectors

Sanson‐Fisher

1978

Australian & New Zealand Journal of Criminology

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Effects of Academic Survival Skill Training on Low Achieving First Graders¹

Cited by 78 publications

References 19 publications

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

Teacher‐versus Peer‐mediated Instruction: An Ecobehavioral Analysis of Achievement Outcomes

Aborigines in Crime Statistics an Interaction between Poverty and Detectors

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Effects of Academic Survival Skill Training on Low Achieving First Graders1

Cited by 78 publications

References 19 publications

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

Teacher‐versus Peer‐mediated Instruction: An Ecobehavioral Analysis of Achievement Outcomes

Aborigines in Crime Statistics an Interaction between Poverty and Detectors

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Effects of Academic Survival Skill Training on Low Achieving First Graders¹