Article Review

Running head: ARTICLE REVIEWS 1

Article Reviews

Amber Garcia

Liberty University Online

EDUC 798: Advanced Research and Writing

Dr. Pritchard

April 8, 2018

ARTICLE REVIEWS 2

“Motivation and Self-Regulation as Predictors of Achievement in Economically

Disadvantaged Young Children” was written by Robert Howse, Garrett Lange, Dale Farran, and

Carolyn Boyles in 2003 to elaborate on their experiment that compared student achievement

from at risk and non-risk homes when entering kindergarten. The authors conducted a study to

look at student motivation and self-regulation at the start of school based off of socio-economic

status. Data was collected from surveys, interviews, and test data.

The qualitative research method used throughout this study covered many

different areas. However, I think results would have been more accurate had the COMPSCALE

assessment been completed by more than one teacher. Having only one educator complete a

student profile might have been biased and not given an accurate view of the student. This could

have been completed by the current teacher, a teacher assistant, or even the teacher from a

different specialist subject. Then the researchers could have reviewed both responses before

determining which COMPSCALE was correct. If the data was similar, then the researchers

would know the data was valid. If there was a a large discrepancy, then further data collection

would be required. The computer task that students completed with the distractors was well

planned. However, I think it would give a more accurate picture if administered more than once

to compare the data.

This research is important because further study can be done on interventions that

can be implemented as soon as children begin school that fit the economic profile. The

interventions can be put in place immediately and this should help to increase student

achievement by teaching students ways to remain on task.

ARTICLE REVIEWS 2

Boyles, C.D., Farran, D., Howse, G., & Lange, G. (2003). Motivation and

Self-regulation as predictors of achievement in economically disadvantaged young

children. The Journal of Experimental Education, 71(2), pp. 151-174. Retrieved from

http://doi.org.ezproxy.liberty.edu/10.1080/00220970309602061

ARTICLE REVIEWS 2

“Association of Child Poverty, Brain Development, and Academic Achievement” written

by Nicole Hair, Jamie Hanson, and Barbara Wolfe in 2015 investigated the brain structure of

children from ages 4-22. The study consisted of brain scans a well as student achievement data.

The researchers found that children from homes with a low socio-economic status score lower on

cognitive ability tests and have differences in their brain structure compared to students that

come from affluent homes.

The researchers did an excellent job of selecting candidates for this study. The rigid

criteria to enter helped to eliminate possible causes for the differences in the structure of the

brain which could be attributed to being born prematurely or having a physical defect at birth.

Another great area of this study was the fact that it was long term. Each participant was followed

for at least twenty-four months and had multiple brain scans and achievement tests. However,

having the participants keep a detailed log of exercise, nutrition, sleep patterns, and education

time would have contributed to the validity of the study. Including these areas would help to

eliminate any additional variables that could account for brain structures to be different between

low SES children and high SES children.

The results from this study suggest that children from families with low SES have altered

brain structures which can be linked to lower achievement levels. A child’s brain is extremely

sensitive to the surrounding environment and stimulation. This study can help educators

understand that there is a difference in brain development based off of SES. Educators and

school districts can then implement changes to the classrooms and resources sent home to help

develop the areas of the brain that become underdeveloped based off of SES.

ARTICLE REVIEWS 2

Hair, N. L., Hanson, J. L., Wolfe, B. L., & Pollak, S. D. (2015). Association of child poverty,

brain development, and academic achievement. JAMA pediatrics, 169(9), 822-829. Retrieved from http://jamanetwork.com/journals/jamapediatrics/fullarticle/2381542?guestAccessKey=68 442fa5-f5b9-44f0-986e-61ad7e407638

ARTICLE REVIEWS 2

“The effects of poverty on academic achievement” was written by Misty Lacour and

Laura Tissington in 2011. They conducted quantitative research into the effects of income and

student achievement. The study participants included children from kindergarten through high

school. The data showed that family income had a strong link to student achievement. The lower

the family’s income, the lower the student achieved in most cases. The researcher also found that

the three largest factors contributing to lower student achievement were source of income,

income, and the mother’s education level.

The researcher’s utilized studies completed by various researchers and then culminated

the data to prove their point. The research data covered from 1959 through 1989. Using

previously completed studies and then correlating the data to find a pattern made this research

valid. However, I think that since the researchers published this in 2011, there should have been

more recent studies and data. They could have conducted their own studies in each of the areas

that they researched and then correlated the data to see if their findings were similar to previous

findings. This would have made the data more accurate and relevant to today’s educators.

The results from this study found that student achievement is impacted by income, source

of income, and the mother’s education level. This is important to educators because they can

help provide supplementary educational materials for the home to help boost student

achievement level. The researchers in this study found that additional materials at home

increased student achievement. If educators are aware of the income level and educational level

of the parents at home, they will be able to better help the student achieve in the classroom and

meet expected growth. Knowing what obstacles the students are facing and then having a plan on

how to help them face the obstacles will increase student achievement.

ARTICLE REVIEWS 2

Lacour, M & Tissington, L. (2011). The effects of poverty on academic achievement.

Educational Research and Review Vol. 6, pp. 522-527. Retrieved from

http://www.academicjournals.org/article/article1379765941_Lacour%20and%20Tissingt

on.pdf