Johan A Lefevre
Datos Biográficos
| ID | 186086 |
|---|---|
| NOMBRE | Johan A Lefevre |
| NOMBRES | Johan A |
| APELLIDO | Lefevre |
| FIRMA | LEFEVRE J A |
| AFILIACIONES | Carleton University |
| ORCID | 0000-0002-1927-7734 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 74 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Capturing the interconnected development of whole number arithmetic operations using a network approach
We used network analysis to examine the structure and development of arithmetic fluency in Chinese students from Grades 3 to 6-a critical period during which fluency across the four operations becomes increasingly integrated. In two preregistered studies, students completed timed fluency tasks in addition, subtraction, multiplication, and division. In Study 1, we compared network structures in Grade 3 ( N = 1,072; M age = 9.1 years) and Grade 6 (…
Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems
In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized asses…
Cross-Cultural Comparisons of Home Numeracy and Literacy Environments
Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children…
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the m…
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners
Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabulary, working memory, quantitative skills), domain-specific language skills (i.e., mathematical vocabu…
Pathways to learning mathematics for students in French-immersion and English-instruction programs
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that did not (i.e., arithmetic fluency and number line estimation). Students in both English-instruction (n…
Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD)
We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec),…
Fraction mapping and fraction comparison skills among grade 4 Chinese students
BACKGROUND: Mapping fraction symbols to magnitudes is easier for students to master than comparing fraction magnitudes. Fraction mapping assesses students' understanding of part-whole interpretations of fractions; fractions represent the parts of an object or set of objects. Fraction comparison assesses students' understanding of measurement interpretations of fractions; a fraction is a single numerical quantity, not a combination of two whole nu…
The subject matters
515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students reported increasi…
Children’s Knowledge of Symbolic Number in Grades 1 and 2
How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict addition but was predicted by number comparison, suggesting that magnitude associations underlie orderi…
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a…
Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten
This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage = 5:10). Children whose parents provided frequent operational numeracy activities (e.…
Responsive home numeracy as children progress from kindergarten through Grade 1
Expanding the Home Numeracy Model to Chilean children
Training young children on sequential relations among numbers and spatial decomposition
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of shapes). Children who received sequential training showed near transfer to a number ordering task an…
Gross motor coordination and weight status of P ortuguese children aged 6–14 years
OBJECTIVES: To construct age- and gender-specific percentiles for gross motor coordination (MC) tests and to explore differences in gross MC in normal-weight, overweight and obese children. METHODS: Data are from the "Healthy Growth of Madeira Study," a cross-sectional study carried out in children, aged 6-14 years. All 1,276 participants, 619 boys and 657 girls, were assessed for gross MC (Körperkoordinations Test für Kinder, KTK), anthropometry…
Change, stability and prediction of gross motor co-ordination in Portuguese children
MC seemed moderately stable from childhood through adolescence and, additionally, inter-individual predictors at adolescence were growth, FMS, physical fitness, physical activity and SES
Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (Mage: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, 2002) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to…
Formal and informal home learning activities in relation to children’s early numeracy and literacy skills
Pathways to Mathematics
A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and…
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and…
Home numeracy experiences and children’s math performance in the early school years.
Children’s numerical competence in kindergarten is highly predictive of their acquisition of mathematics in Grade 1 and Grade 2, suggesting that experiences at home before schooling are important in understanding how numeracy develops. In this study, the mathematical skills of 146 children in Kindergarten, Grade 1, and Grade 2 were correlated with the frequency with which parents reported informal activities that have quantitative components such…
Cognitive load in hypertext reading
Parental Involvement in the Development of Children’s Reading Skill
This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children’s exposure to books was related to the development of vocabulary and listening comprehension skills, and that these la…
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
S We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral‐language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written‐language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten ( n = 110) and Grade 1 ( n = 47). Hierarchical regressi…
Expanding the Home Numeracy Model to Chilean children
Training young children on sequential relations among numbers and spatial decomposition
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of shapes). Children who received sequential training showed near transfer to a number ordering task an…
Responsive home numeracy as children progress from kindergarten through Grade 1
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a…
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
Knowledge of storybooks as a predictor of young children's vocabulary.
Shared book reading provides a rich source of linguistic stimulation for young children. The authors examined whether variations in knowledge of storybooks (assumed to index factors such as frequency of shared reading) were related to vocabulary scores for 3- to 6-year-olds. In Experiment 1, parents' knowledge of storybooks explained unique variance in children's receptive vocabulary scores after controlling for children's analytic intelligence, …
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
S We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral‐language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written‐language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten ( n = 110) and Grade 1 ( n = 47). Hierarchical regressi…
Storybook Reading and Parent Teaching
This chapter addresses the question of how home experiences are related to the development of children's language and literacy skills
Parental Involvement in the Development of Children’s Reading Skill
This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children’s exposure to books was related to the development of vocabulary and listening comprehension skills, and that these la…
Cognitive load in hypertext reading
Home numeracy experiences and children’s math performance in the early school years.
Children’s numerical competence in kindergarten is highly predictive of their acquisition of mathematics in Grade 1 and Grade 2, suggesting that experiences at home before schooling are important in understanding how numeracy develops. In this study, the mathematical skills of 146 children in Kindergarten, Grade 1, and Grade 2 were correlated with the frequency with which parents reported informal activities that have quantitative components such…
Pathways to Mathematics
A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and…
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and…
Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (Mage: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, 2002) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to…
Formal and informal home learning activities in relation to children’s early numeracy and literacy skills
Gross motor coordination and weight status of P ortuguese children aged 6–14 years
OBJECTIVES: To construct age- and gender-specific percentiles for gross motor coordination (MC) tests and to explore differences in gross MC in normal-weight, overweight and obese children. METHODS: Data are from the "Healthy Growth of Madeira Study," a cross-sectional study carried out in children, aged 6-14 years. All 1,276 participants, 619 boys and 657 girls, were assessed for gross MC (Körperkoordinations Test für Kinder, KTK), anthropometry…
Change, stability and prediction of gross motor co-ordination in Portuguese children
MC seemed moderately stable from childhood through adolescence and, additionally, inter-individual predictors at adolescence were growth, FMS, physical fitness, physical activity and SES
Training young children on sequential relations among numbers and spatial decomposition
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of shapes). Children who received sequential training showed near transfer to a number ordering task an…
Expanding the Home Numeracy Model to Chilean children
Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten
This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage = 5:10). Children whose parents provided frequent operational numeracy activities (e.…
Responsive home numeracy as children progress from kindergarten through Grade 1
The subject matters
515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students reported increasi…
Children’s Knowledge of Symbolic Number in Grades 1 and 2
How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict addition but was predicted by number comparison, suggesting that magnitude associations underlie orderi…
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All families were English-speaking, and parent education levels ranged from high school to postgraduate, with a…
Cross-Cultural Comparisons of Home Numeracy and Literacy Environments
Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children…
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the m…
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners
Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabulary, working memory, quantitative skills), domain-specific language skills (i.e., mathematical vocabu…
Pathways to learning mathematics for students in French-immersion and English-instruction programs
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that did not (i.e., arithmetic fluency and number line estimation). Students in both English-instruction (n…
Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD)
We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec),…
Psychology (27 obras) · Developmental psychology (22 obras) · Mathematics education (18 obras) · Cognitive and developmental aspects of mathematical skills (15 obras) · Pedagogy (15 obras) · Literacy (14 obras) · Reading and Literacy Development (13 obras) · Mathematics (11 obras) · Mathematics Education and Teaching Techniques (10 obras) · Linguistics (9 obras)