1. Grades 1 and 2: Sort-Recall Task with Organizational Training (Moely, et al., 1992) 16 cards (4 from 4 categories) Task Administration: Baseline: Trial 1 in Fall of Grade 1 Training in Sorting and Clustering: Trial 2 in Fall of Grade 1 Generalizations: Trial 3 at in the Fall of Grade 1, and all subsequent time points in Grade 1 (Winter and Spring) and Grade 2 (Fall, Winter and Spring) Measures Free Recall Organizational Sorting and Clustering ARC Scores

2. Sorting ARC Scores as a Function of Teacher Mnemonic Orientation

3. Clustering ARC Scores as a Function of Teacher Mnemonic Orientation

4. What is the long-term impact of classroom instruction in the first grade on children’s developing memory skills?

5. Impact of First-Grade Teacher Mnemonic Orientation on Sorting ARC Scores into Grade 2 Fall Fall Winter Spring Fall Winter Spring Baseline Generalization -------------------------Grade 1 ---------------------------- -----------------Grade 2-----------------

6. Impact of First-Grade Teacher Mnemonic Orientation on Clustering ARC Scores into Grade 2 Fall Fall Winter Spring Fall Winter Spring Baseline Generalization -------------------------Grade 1 ---------------------------- -----------------Grade 2-----------------

7. How does the interplay between child-level variables and the classroom context impact mnemonic development?

8. Considering the Interplay of Classroom and Child-Level Variables Academic Achievement Median Split on Woodcock Johnson-III Broad Reading and Broad Math Standard Scores to identify “higher” and “lower” achieving students. Fall Fall Winter Spring Fall Winter Baseline Generalization ------------------------------- Grade 1 ------------------------------ ---------- Grade 2 ----------

9. What is the impact of the classroom context on children’s achievement growth?

10. Children’s Math Subscale Scores as a Function of Grade 2 Classroom Context Math Calculation Math Fluency