Do children's attention processes mediate the link between family predictors and school readiness?

The role of attention processes as possible mediators between family environment and school readiness was analyzed with data from 1,002 children and their families. Data on children's sustained attention, impulsivity, and school readiness (i.e., cognitive, achievement, language, and social development) were obtained at 54 months of age, and quality of the family environment was assessed throughout the first 54 months. Mediation tests showed that children's sustained attention partially accounted for the link between family environment and achievement and language outcomes. Impulsivity partially accounted for the link between family environment and achievement, social competence, and externalizing behaviors. The roles of sustained attention and of inhibition of impulsive responding in the relation between family characteristics and school readiness are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.

There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological awareness, letter sound knowledge, and naming speed consistently accounted for the unique variance across reading outcomes whereas measures of perceptual skills and oral language and vocabulary did not. These results show that measures of letter name and letter sound knowledge, naming speed, and phonological awareness are good predictors of multiple reading outcomes in Grades 1 and 2. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months.

Women (N?=?1,215) and their infants were followed from birth, and maternal reports of depressive symptoms were obtained at 1, 6, 15, 24, and 36 months. Women who never reported symptoms of depression were compared with those who reported symptoms sometimes or chronically. Women with chronic symptoms of depression were the least sensitive when observed playing with their children from infancy through 36 months. Children whose mothers reported feeling depressed performed more poorly on measures of cognitive-linguistic functioning and were rated as less cooperative and more problematic at 36 months. Depression-group differences in school readiness and verbal comprehension were accounted for by maternal sensitivity. Depression-group differences in expressive language and ratings of cooperation were moderated by maternal sensitivity; maternal sensitivity predicted better outcomes more noticeably among children whose mothers reported feeling depressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Language Competence, Narrative Ability, and School Readiness in Low-Income Preschool Children.

Language competence, narrative ability, and school readiness were examined in 25 low-income preschool children attending day care. Participants were assessed for language competence (PPVT-R), school readiness (Early Development Instrument), and completed stories based on everyday household events (MacArthur Story Stem Battery). Each story was coded for the level of chronology, organization, and number of information units. Children who had higher levels of language competence and school readiness generated narratives that were chronologically ordered and well organized. Story-telling may be an important means to understanding children's overall competence and coping ability, as well as a critical skill in the day care and future school environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool predictors of narrative writing skills in elementary school children.

This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and early writing concepts assessed during the spring or summer, just before beginning kindergarten. Using hierarchical linear modeling, findings showed that core language abilities, prereading skills, and maternal education at preschool significantly predicted the level of writing in Grades 3–5, but only core language abilities and prereading skills significantly predicted the rate of growth in writing. When kindergartners were separated into low and high readers, and low and high core language abilities, a significant pattern of widening differences emerged between the groups over time. These findings point to core language abilities, prereading skills, and maternal education assessed at kindergarten entry as critical predictors of later narrative writing skills, and they suggest the importance of including such measures when screening for written language problems in early kindergarten and early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infants' early ability to segment the conversational speech signal predicts later language development: A retrospective analysis.

Two studies examined relationships between infants' early speech processing performance and later language and cognitive outcomes. Study 1 found that performance on speech segmentation tasks before 12 months of age related to expressive vocabulary at 24 months. However, performance on other tasks was not related to 2-year vocabulary. Study 2 assessed linguistic and cognitive skills at 4-6 years of age for children who had participated in segmentation studies as infants. Children who had been able to segment words from fluent speech scored higher on language measures, but not general IQ, as preschoolers. Results suggest that speech segmentation ability is an important prerequisite for successful language development, and they offer potential for developing measures to detect language impairment at an earlier age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School readiness and later achievement: A French Canadian replication and extension.

We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general achievement. We then extended this school readiness model by including motor skills as an additional element in the prediction equation and expanded the original strategy by including classroom engagement. The Montreal Longitudinal-Experimental Preschool Study, featured in Duncan et al., served as the Canadian reference group. In the replication model, kindergarten cognitive and attention characteristics predicted achievement by the end of 2nd grade. Although inconsistent across outcomes, behavioral problems and skills also emerged as predictors of some aspects of later achievement. Coefficients for kindergarten math skills were largest, followed by attention skills, receptive language skills, attention problems, and behavior. Most coefficients resembled those generated in the initial study. In our extension model, fine motor skills added their significant contribution to the prediction of later achievement above and beyond the original key elements of school readiness. Our extension model confirmed prospectively associations between kindergarten cognitive, attention, fine motor, and physical aggression characteristics and later achievement and classroom engagement by the end of 2nd grade. Although they comparatively showed better long-term benefits from stronger early attention skills, girls with less kindergarten cognitive skills were more vulnerable than boys with similar deficits when predicting 2nd grade math. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness.

The Early Development Instrument (EDI), a teacher-completed measure of children's school readiness at entry to Grade 1, was designed to provide communities with an informative, inexpensive and psychometrically sound tool to assess outcomes of early development as reflected in children's school readiness. Its psychometric properties at individual level were evaluated in two studies. Five a priori domains--physical health and well-being, social competence, emotional maturity, language and communication, and cognitive development and general knowledge--were tested in a factor analysis of data on over 16,000 kindergarten children. The factor analyses upheld the first three domains, but revealed the need to develop two new ones, resulting in the final version of the EDI consisting of: physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge domains. These final domains showed good reliability levels, comparable with other instruments. A separate study (N = 82) demonstrated consistent agreements in parent-teacher, interrater reliabilities, concurrent validity, and convergent validity. These results establish the EDI as a psychometrically adequate indicator of child well-being at school entry. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study.

English language predictors of English and French reading development were investigated in a group of 140 children who were enrolled in French immersion programs. Children were first tested in kindergarten, and their reading achievement was tested yearly in both English and French from Grades 1 to 3, with word-level and passage-level measures that assessed accuracy as well as fluency. Hierarchical linear modeling was used to examine which English variables predicted Grade 3 outcomes and growth rates in English and French, and to determine the set of predictors that accounted for the most variance in outcomes and growth rates in English and French reading. The variables that predicted English reading development were consistent with studies of monolingual English children, even though participants were concurrently learning to read in French. Our findings provide evidence that at least some of the skills that play a role in learning to read are general cognitive and linguistic skills that transfer across languages. Phonological awareness, letter-sound knowledge, rapid automatized naming, and grammatical ability in English were able to predict reading ability in French. In contrast, English receptive vocabulary was a language-specific predictor. These findings demonstrate that first-language measures can be useful in the early identification of children at risk for difficulty in learning to read in a second language. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Collateral benefits of the family check-up on early childhood school readiness: Indirect effects of parents' positive behavior support.

The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with targeted improvements in parents' positive behavior support. High-risk families in the Women, Infants, and Children Nutrition Program participated in a multisite preventive intervention study (N = 731) with 3 yearly assessments beginning at child age 2 years. Positive behavior support was measured using 4 indicators derived from at-home observations of parent-child interaction during semistructured tasks. Longitudinal structural equation models revealed that parents in families randomly assigned to the FCU showed improvements in positive behavior support from child age 2 to 3, which in turn promoted children's inhibitory control and language development from age 3 to 4, accounting for child gender, ethnicity, and parental education. Findings suggest that a brief, ecological preventive intervention supporting positive parenting practices can indirectly foster key facets of school readiness in children at risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can the age of entry into child care and the quality of child care predict adjustment in kindergarten?

Influences of age of child-care entry, quality of care, and family characteristics on social adjustment were contrasted in a longitudinal study of 80 children. Children at the toddler, preschool, and kindergarten periods and adult socialization in toddler period were assessed. Early-entry children in low-quality care had the most difficulty with peers in preschool and were distractible, low in task orientation, and less considerate of others in kindergarten. In 29 families observed prior to child-care entry, parents who would subsequently enroll children in low vs high quality care had more complex lives and used less appropriate socialization practices. Family socialization best predicted outcomes in children enrolled after infancy, and teacher socialization best predicted outcomes in children enrolled prior to 12 months. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological, family, and peer predictors of academic outcomes in first- through fifth-grade children.

This study tested a model that posited that 3 diverse sets of academic outcomes (memory, verbal, and nonverbal aptitudes [N?=?521]; passing proficiency tests in reading and mathematics [N?=?122]; and end-of-year ratings of verbal and mathematical skills by teachers [N?=?159]) for 1st- through 5th-grade children were uniquely determined by psychological (verbal and visual-motor "school readiness" skills at kindergarten, cognitive self-control, and academic self-competence), family (behavioral involvement of an adult family member in the child's schooling), and peer (the average academic performance of members of one's peer group) factors. Verbal readiness skills were uniquely linked to 5 of the 7 academic outcomes. An outcome-specific view of what sets of factors are linked to academic performance was favored in that, of the 5 predictors, only school readiness accounted for unique portions of the variance in aptitudes; only school readiness and cognitive self-control accounted for unique portions of the variance in whether proficiency tests were passed; and only school readiness, cognitive self-control, and the academic performance of one's peer group accounted for unique portions of the variance in end-of-year ratings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting Academic Difficulties: Does a Complex, Multidimensional Model Outperform a Unidimensional Teacher Rating Scale?

The main objective of this study was to compare a multidimensional model (i.e., including social, cognitive, physical, behavioural, and language functioning) of academic readiness and a unidimensional teacher-rated screening questionnaire on the basis of accuracy in predicting future problems in children. The participants were 146 children (80 boys and 66 girls) living in disadvantaged communities in Ontario, Canada. Data were collected in junior kindergarten and at Grade 3. Constructs were assessed with multiple methods and multiple raters. Results for the multidimensional model indicated that social-behavioural functioning, and to a lesser extent, cognitive/language skills were most salient in differentiating between children with problems and those without. The multidimensional model had accuracy and sensitivity comparable to the unidimensional model, but the multidimensional model also had a high rate of false positives as indicated by poor specificity. Implications for identifying high-risk children are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children.

Relationships between parental report of children's peer play at home and indicators of children's school readiness were examined. Behavior ratings and observational data were collected for 242 preschool children from a large urban Head Start program. Relationships between children's home-based, peer-play behaviors and 4 measures of children's classroom behaviors (i.e., school-based peer play, approaches to learning, self-regulation, and behavior problems) were analyzed using bivariate correlational and multivariate methods. Play competencies exhibited in the home environment were significantly associated with prosocial behavior in the classroom, motivation to learn, task persistence, and autonomy. Disruptive or disconnected play behaviors were significantly related to patterns of disruptive and dysregulated experiences in the classroom with peers and with the learning process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School readiness and later achievement: Replication and extension using a nationwide Canadian survey.

In this article we replicate and extend findings from Duncan et al. (2007). The 1st study used Canada-wide data on 1,521 children from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the influence of kindergarten literacy and math skills, mother-reported attention, and mother-reported socioemotional behaviors on 3rd-grade math and reading outcomes. Similar to Duncan et al., (a) math skills were the strongest predictor of later achievement, (b) literacy and attention skills predicted later achievement, and (c) socioemotional behaviors did not significantly predict later school achievement. As part of extending the findings, we incorporated a multiple imputation approach to handle missing predictor variable data. Results paralleled those from the original study in that kindergarten math skills and Peabody Picture Vocabulary Test—Revised scores continued to predict later achievement. However, we also found that kindergarten socioemotional behaviors, specifically hyperactivity/impulsivity, prosocial behavior, and anxiety/depression, were significant predictors of 3rd-grade math and reading. In the 2nd study, we used data from the NLSCY and the Montreal Longitudinal-Experimental Preschool Study (MLEPS), which was included in Duncan et al., to extend previous findings by examining the influence of kindergarten achievement, attention, and socioemotional behaviors on 3rd-grade socioemotional outcomes. Both NLSCY and MLEPS findings indicated that kindergarten math significantly predicted socioemotional behaviors. There were also a number of significant relationships between early and later socioemotional behaviors. Findings support the importance of socioemotional behaviors both as predictors of later school success and as indicators of school success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development.

This report summarizes findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and--for children in child care--type, quality, and quantity of care. Children (n = 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of child-care experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More child-care hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Child-care effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing child-care and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

In this study, the authors examined the extent to which children’s self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children’s adaptive classroom behavior. Children’s self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children’s adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children’s cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children’s engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children’s self-regulation upon school entry in a direct assessment related to teachers’ report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers’ effective classroom management, was linked to children’s greater behavioral and cognitive self-control, children’s higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children’s self-regulation upon school entry and children’s adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children’s early development of behavioral skills that are important in school settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A structural model of first-grade outcomes for an urban, low socioeconomic status, minority population.

This study tested a social context, longitudinal model of the early schooling process on three first-grade outcomes for 1,539 ethnic minority children (1,470 were Black and 69 were Hispanic). Estimation of the model through Linear Structural Relations (LISREL) showed the dynamic nature of schooling. Cognitive readiness of children on entering kindergarten had pervasive indirect effects on all first-grade outcomes. The intervening variables of motivation, peers, parental involvement, and mobility had significant direct or indirect effects on the attainment process. Equally important is that these latter variables are directly under the influence of families and schools. The links in the attainment process appear particularly amenable to intervention before or during kindergarten, when school attainment and motivational patterns are still forming. The stability of results needs to be monitored carefully. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fine motor skills and early comprehension of the world: Two new school readiness indicators.

Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social skills or internalizing and externalizing behavior. We incorporated motor skills measures from 3 of the data sets and found that fine motor skills are an additional strong predictor of later achievement. Using one of the data sets, we also predicted later science scores and incorporated an additional early test of general knowledge of the social and physical world as a predictor. We found that the test of general knowledge was by far the strongest predictor of science and reading and also contributed significantly to predicting later math, making the content of this test another important kindergarten readiness indicator. Together, attention, fine motor skills, and general knowledge are much stronger overall predictors of later math, reading, and science scores than early math and reading scores alone. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing associations between young children's relationships with mothers and teachers.

The current study was conducted to examine associations between children's maternal attachments and the quality of their relationships with teachers at 3 time points. The quality of the teacher-child relationship at 54 months, kindergarten, and 1st grade was regressed on blocks of predictors that included maternal attachment at 15, 24, and 36 months. There were 4 main findings. First, insecure/other attachment was a negative predictor of the quality of the teacher-child relationship at all 3 time points. Second, avoidant attachment was a negative predictor of the quality of the teacher-child relationship at 54 months. Third, in kindergarten, avoidant children in more hours of school had better quality relationships with teachers than avoidant children in fewer hours. Fourth, there were associations among the quality of the teacher-child relationship at all 3 time points. Implications for practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)