Predicting Children's Academic Achievement from the Kindergarten Screening Inventory PDF Download
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Author: Allison Jeffer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148
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Book Description
Author: Allison Jeffer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148
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Book Description
Author: Lena Lopardo Padovano
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Book Description
Author: Suzan Katherine Abeles Boehm
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Book Description
Author: Cheryl A. Reynolds
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
Examines the relationship between an early child screening measure (Dial-R) and grade three academic performance on the Stanford Achievement Test.
Author: Keith E. Barnes
Publisher: Charles C. Thomas Publisher
ISBN:
Category : Education
Languages : en
Pages : 274
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Book Description
Author: Janey Sue Curd Leeka
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 162
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Book Description
Author: D. Ray Reutzel
Publisher: Guilford Publications
ISBN: 1462519253
Category : Education
Languages : en
Pages : 481
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Book Description
Written expressly for early childhood educators, and those who support their professional development, this handbook distills essential knowledge about how to help all PreK-3 learners succeed. Leading experts describe doable ways to create effective learning environments and implement instructional practices with a strong evidence base. Engaging vignettes illustrate discussions of such topics as differentiated instruction, response to intervention, the Common Core standards, social and emotional learning, assessment, and teaching across the curriculum. Each chapter links cutting-edge research to practical applications, examples, and professional development activities.
Author: Emanique Matthews
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
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Book Description
The purpose of this study was to examine the associations between parental and social factors, parents' academic belief systems and parenting practices, and its influence on children's school readiness and early academic achievement. Efforts to do so involved utilizing the Early Childhood Longitudinal Study - Kindergarten (ECLS-K) First Grade Data to investigate the relationship between parental academic beliefs and parenting behaviors and its association with predicting children's kindergarten readiness (spring kindergarten cognitive and social development assessment scores) and early academic achievement (spring first grade cognitive and social development assessment scores). Significant findings from this study provide evidence that parental attitudes and parenting behaviors do impact children's cognitive and social-developmental performance in kindergarten and first grade. However, those parental beliefs and behaviors that are significant predictors of children's cognitive and social development readiness in kindergarten were not as significant in predicting children's first grade performance on these measures. Such phenomena raises important questions with respect to the necessity of educational institutions having a better understanding of the influential role parents play in their young children's education. Findings from this study also encourages the broadening of the definition of school readiness to not only acknowledge the influence of various parental and social factors on the development of parents' academic beliefs for their children, but also how these beliefs in turn shape those parenting practices that are important for children's school readiness and academic achievement.
Author: Daniel James Walsh
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 396
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Book Description
Author: Nakeba N. Finlayson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: The current study sought to explore the relationship between four parent variables and children's Early Screening Inventory-Kindergarten (ESI-K) scores among families from low socioeconomic status backgrounds. The four parent variables were 1) parents' perceptions of school readiness, 2) parents' education, and 3) parents' attitudes towards their child's school, 4) the child's early development. The participants were 63 parents and their kindergarten children from three schools in Hillsborough County Florida. Results showed that parents are relatively good predictors of their children's readiness for school, with that variable alone accounting for 18% of the variance in ESI-K scores. The four variables together explained 41% of the variance in children's ESI-K scores. Implications for educators with regard to helping low-income families prepare their children for formal schooling are discussed.
