PRI Middle School Follow Up

Posters & Presentations

American Educational Research Association (AERA) Conference

Poster Title:
Early Math Trajectories: From Prekindergarten to Fifth Grade

Authors:
Bethany Rittle-Johnson, Emily Fyfe, Kerry Hofer & Dale Farran

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Cognitive Development Society (CDS) Conference

Poster Title:
Pattern knowledge, but not shape knowledge, predicts fifth-grade math outcomes

Authors:
Emily Fyfe, Bethany Rittle-Johnson, Kerry Hofer, & Dale Farran

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IES Principal Investigator’s Meeting

Poster Title:
Early Math Trajectories: From Prekindergarten to the Middle Grades

Authors:
Bethany Rittle-Johnson, Emily Fyfe & Dale Farran

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Math Cognition & Learning Conference (funded by NIH & IES)

Poster Title:
Eight-Year Growth in Math Skills and Its Relationship to Nonsymbolic and Symbolic Number Processing

Authors:
Eric D. Wilkey, Dale C. Farran, Kerry G. Hofer, & Gavin R. Price

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MDRC Presentation

Poster Title:
Early Math Competencies and Later Math Achivement in an Urban Low Income Sample

Authors:
Dale C. Farran

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Society for Research in Child Development (SRCD) Conferences

Poster Title:
Mathematics Development from Pre-K Through 7th Grade in Urban, High Poverty Students

Authors:
Dale C. Farran, Kelley Durkin, & Jessica Ziegler

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Poster Title:
Early Math Skills That Predict Low-Income Children’s Mathematics Development from Age 4 to 12

Authors:
Bethany Rittle-Johnson & Emiliy Fyfe

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Poster Title:

It’s a Pattern! The Importance of Early Pattern Knowledge for Middle School Mathematics Achievement

Authors:
Bethany Rittle-Johnson, Kerry Hofer, Emily Fyfe & Dale Farran

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UC Irvine Presentation

Poster Title:

Middle School Math Follow-Up: What Math Competencies Look Like Six Years after a Pre-K Math Intervention

Authors:
Dale C. Farran

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Vanderbilt Kennedy Center Science Day Conference

Poster Title:
Eight-Year Growth in Math Skills and Its Relationship to Nonsymbolic and Symbolic Number Processing

Authors:
Eric D. Wilkey, Dale C. Farran, Kerry G. Hofer, & Gavin R. Price

Click here to view our poster

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Funding:

This study is funded in part by grant #2016-104 from the Heising-Simons Foundation, and in part by grant #R305A140126 from the U.S. Department of Education's Institute of Education Sciences.

Reports