Angela Friend
Biographic Data
| ID | 5759901 |
|---|---|
| NAME | Angela Friend |
| GIVEN NAMES | Angela |
| FAMILY NAME | Friend |
| SIGNATURE | FRIEND A |
| AFFILIATIONS | University of Colorado Boulder |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to…
The socio‐economic gradient in children's reading skills and the role of genetics
By the time children leave primary school there is a large socio‐economic gap in their reading proficiency. There are a number of potential explanations for this socio‐economic gap and in this paper we investigate the role of three particular genes and gene–environment interactions in determining children's reading skills, using the Avon Longitudinal Study of Parents and Children ( ALSPAC ) dataset. We find that whilst these genes are indeed corr…
Gene × environment interactions in reading disability and attention-deficit/hyperactivity disorder
This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous ev…
The socio‐economic gradient in children's reading skills and the role of genetics
By the time children leave primary school there is a large socio‐economic gap in their reading proficiency. There are a number of potential explanations for this socio‐economic gap and in this paper we investigate the role of three particular genes and gene–environment interactions in determining children's reading skills, using the Avon Longitudinal Study of Parents and Children ( ALSPAC ) dataset. We find that whilst these genes are indeed corr…
Gene × environment interactions in reading disability and attention-deficit/hyperactivity disorder
This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous ev…
Gene × environment interactions in reading disability and attention-deficit/hyperactivity disorder
This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous ev…
Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to…
The socio‐economic gradient in children's reading skills and the role of genetics
By the time children leave primary school there is a large socio‐economic gap in their reading proficiency. There are a number of potential explanations for this socio‐economic gap and in this paper we investigate the role of three particular genes and gene–environment interactions in determining children's reading skills, using the Avon Longitudinal Study of Parents and Children ( ALSPAC ) dataset. We find that whilst these genes are indeed corr…
Psychology (3 works) · Developmental psychology (2 works) · Reading (process) (2 works) · Attention Deficit Hyperactivity Disorder (1 work) · Biology (1 work) · Birth, Development, and Health (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Clinical Psychology (1 work) · Cognition (1 work) · Cognitive Abilities and Testing (1 work)