Kylie Flynn
Biographic Data
| ID | 9509729 |
|---|---|
| NAME | Kylie Flynn |
| GIVEN NAMES | Kylie |
| FAMILY NAME | Flynn |
| SIGNATURE | FLYNN K |
| AFFILIATIONS | WestEd, Redwood City, CA, USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Social-Emotional Learning Amidst Covid-19 School Closures
School closures because of natural phenomena, such as COVID-19, have emphasized the importance of effective distance learning strategies when there are no in-person alternatives. Although infrequently mentioned in discussions of student performance, social-emotional skill building came to the forefront of conversations due to the isolation and stresses created by stay-at-home protocols. Our original research study describes the implementation of …
Reflections on 7 Years of Strategy Instruction
Most investigations of literacy programs are relatively short-term endeavors. Here, we reflect on what we have learned in 7 years of studying a program to teach word-learning strategies. The program was developed with a 3-year Institute of Education Sciences (IES) Small Business Innovation Research (SBIR) grant and is currently being studied in a 4-year IES Efficacy grant. Here, we describe our choice of a topic; describe the curriculum, instruct…
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
No prominent works on this page.
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Social-Emotional Learning Amidst Covid-19 School Closures
School closures because of natural phenomena, such as COVID-19, have emphasized the importance of effective distance learning strategies when there are no in-person alternatives. Although infrequently mentioned in discussions of student performance, social-emotional skill building came to the forefront of conversations due to the isolation and stresses created by stay-at-home protocols. Our original research study describes the implementation of …
Reflections on 7 Years of Strategy Instruction
Most investigations of literacy programs are relatively short-term endeavors. Here, we reflect on what we have learned in 7 years of studying a program to teach word-learning strategies. The program was developed with a 3-year Institute of Education Sciences (IES) Small Business Innovation Research (SBIR) grant and is currently being studied in a 4-year IES Efficacy grant. Here, we describe our choice of a topic; describe the curriculum, instruct…
Psychology (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Literacy (2 works) · Mathematics education (2 works) · Reading and Literacy Development (2 works) · 2019-20 coronavirus outbreak (1 work) · Adventure (1 work) · Applied Psychology (1 work) · Artificial Intelligence (1 work)