Research
Exploring Cognitive Skills and Academic Outcomes of Poverty-Affected English Language Learners in Indian Primary Schools
This study investigates the cognitive performance of primary school children in India who are English Language Learners (ELL) and live in poverty. Cognitive performance was assessed using the Das-Naglieri Cognitive Assessment System (CAS2 was not constructed). There is a scarcity of studies on participants who are both ELL and live in poverty, and many such children are often found to be intellectually deficient. This study examines the performance in PASS measures (Planning, Attention, Simultaneous, Successive) and their correlation with academic achievement, particularly in reading and mathematics. We assessed the performance of 80 primary school students residing in slum areas (mean age: 9.8 years), matched in age and grade with 70 regular school students from areas outside the slum (mean age: 9.11 years). It was hypothesized that ELL regular school students would exhibit average Das-Naglieri CAS scores as per established American norms. The results show that the ELL students in the slum performed somewhat lower on each of the four PASS scales, but the differences were within half of 1 standard deviation based on American norm tables for CAS. These findings suggest that the protective environment of the school may mitigate the effects of poverty. This favorable schoolrelated climate may be attributed to Bronfenbrenner’s (1979) ecological factors and protective school climate. These points are further discussed in the Discussion and Conclusions section.
Math Modules: A Theoretical Review and Cognitive Training Programme
The abstract outlines the content of a review on Math Modules, a program designed to facilitate the learning of foundational math skills through cognitive training techniques that are based on theory with a special focus on planning and executive functions, encompassing cognitive flexibility, attentional control, and working memory. The guiding educational principle is drawn from Vygotsky's concept of zones of proximal development, highlighting the belief that children can accomplish tasks with assistance that they may struggle with independently. In a way, the structure of cognitive training Modules can be viewed as an attempt at construct validity. A review of historical roots of Math modules is presented at some length. The program begins with the division of training the two key components of math proficiency: computing and solving word problems. Both rely on five essential skills. A specific module on working memory training is cited as an illustrative example of Vygotsky's teaching method. A subsequent section summarizes two empirical research studies, shedding light on the effectiveness of Math Module training. Towards the conclusion, the review acknowledges its limitations, notably the absence of a comprehensive review of contemporary publications on math cognition and the need for more studies assessing the efficacy of Math Modules. The concluding remarks reflect on the concept of validity, juxtaposing the number of empirical studies provided with the validation of the construct, rooted in Vygotsky and Luria's brain-based research. The abstract tangentially touches upon the limits of empirical testimony in the context of the discussed research.
