Journal ArticleDOI
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School
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TLDR
This article found that children with a combination of low/average reading skills and higher levels of social skills in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of Social skills during kindergarten.Abstract:
Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro & R. C. Pianta, 2000), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the ...read more
Citations
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Journal ArticleDOI
School Readiness Profiles and Growth in Academic Achievement
TL;DR: In this paper, the authors identify the presence of different school readiness profiles and to determine whether profiles could differentially predict academic growth, including self-regulation, self-awareness, social and emotional development, language development, cognitive development, and approaches to learning.
Journal ArticleDOI
Identification and validation of school readiness profiles among high-risk kindergartners
TL;DR: This paper used latent profile analysis to examine whether teacher ratings could be used to identify distinct and valid readiness profiles among 301 high-risk, low-income kindergartners, and four profiles were identified: (1) Well-Adjusted, with strengths in every domain (42%), (2) Competent-Aggressive, with above-average academic abilities and elevated disruptive behavior (19%), (3) Academically Disengaged, with weaknesses in most domains but no disruptive behaviour (22%), and (4) Multi-Risk, with severe weaknesses in every domains (
Journal ArticleDOI
Longitudinal relationship between social skills and academic achievement in a gender perspective
TL;DR: The authors found that girls have higher academic achievement than boys in most school subjects and that teachers' grading of academic achievement seems to be based not only on students' knowledge but also on their teachers' knowledge.
Book ChapterDOI
The State of Young Children in the United States
Terri J. Sabol,Robert C. Pianta +1 more
TL;DR: In this article, the authors define a set of foundational skills, behaviors, and knowledge children display as they enter school that enable them to achieve academic success in elementary school, graduate from high school, and eventually thrive in the workforce and beyond.
Journal ArticleDOI
Adverse childhood experiences and children's development in early care and education programs
TL;DR: In this article, the authors examined children's engagement, social skills and behaviors, self-regulation and early academic skills in relation to their adverse childhood experiences, including an extended ACEs index that includes experiences outside the home.
References
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Journal ArticleDOI
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions
Joseph A. Durlak,Roger P. Weissberg,Allison B. Dymnicki,Rebecca D. Taylor,Kriston B. Schellinger +4 more
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Journal ArticleDOI
School Readiness and Later Achievement
Greg J. Duncan,Chantelle J. Dowsett,Amy Claessens,Katherine Magnuson,Aletha C. Huston,Pamela Kato Klebanov,Linda S. Pagani,Leon Feinstein,Mimi Engel,Jeanne Brooks-Gunn,Holly R. Sexton,Kathryn Duckworth,Crista Japel +12 more
TL;DR: A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills, while measures of socioemotional behaviors were generally insignificant predictors of later academic performance.
Journal ArticleDOI
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
TL;DR: An ecobiodevelopmental framework is presented that suggests that many adult diseases should be viewed as developmental disorders that begin early in life and that persistent health disparities associated with poverty, discrimination, or maltreatment could be reduced by the alleviation of toxic stress in childhood.
Journal ArticleDOI
Child development and emergent literacy
TL;DR: It is proposed that emergent literacy consists of at least two distinct domains: inside-out skills and outside-in skills, which appear to be influential at different points in time during reading acquisition.
Journal ArticleDOI
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
TL;DR: The authors examined the development of literacy in one elementary school with a large minority, low socioeconomic status population, followed as they progressed from first through fourth grade, finding that good readers read considerably more than the poor readers both in and out of school, which appeared to contribute to the good readers' growth in some reading and writing skills.