Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School
| Autor: | Michael J. Cleveland, Julia E. Moore, Mark T. Greenberg, C. J. Powers, Brittany Rhoades Cooper |
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| Rok vydání: | 2014 |
| Předmět: | |
| Zdroj: | Early Education and Development. 25:1248-1264 |
| ISSN: | 1556-6935 1040-9289 |
| Popis: | 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 ... |
| Databáze: | OpenAIRE |
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