Prediction of Early Academic Performance from Pre-kindergarten Screening Data PDF Download
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Author: Deborah Wold Trefz
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 182
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Book Description
Author: Deborah Wold Trefz
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 182
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Book Description
Author: Frances C. Madland
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
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Book Description
Author: Jerry B. Hutton
Publisher:
ISBN:
Category : Head Start programs
Languages : en
Pages : 240
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Book Description
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: 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: Consortium for Longitudinal Studies
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 316
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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: Megan M. McClelland
Publisher: Routledge
ISBN: 1134920733
Category : Education
Languages : en
Pages : 193
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Book Description
Self-regulation has been identified as an important predictor of school readiness and academic achievement in young children. Children who struggle with self-regulation are at risk of experiencing peer rejection and academic difficulties. Teachers report that there is high variability in children’s self-regulatory abilities at school entry and that children with an accumulation of risk factors are especially likely to enter school without adequate self-regulation skills. Moreover, early academic skills are often cumulative, so children who fail to acquire early skills are at risk of falling behind their peers academically and facing achievement gaps that widen over time. Although the relation between self-regulation and school-related outcomes has been clearly documented, our understanding of the pathways through which self-regulation influences early achievement and school success remains unclear. This special issue considers previously neglected areas in the current understanding of self-regulation. The seven articles focus on issues including (a) the complex relations between self-regulation and school readiness, (b) predictors of self-regulation and academic achievement, and (c) advances in measurement of self-regulation and related skills. Research that continues to investigate the complex relations and mechanisms that influence early self-regulation and related outcomes will inform policy and practice in ways that help all children develop the self-regulation skills they need. The volume will be of interest to researchers in the field of child development or education, and educators and policy makers who are interested in promoting school readiness and academic success. This book was originally published as a special issue of Early Education and Development.
Author: Eboni C. Howard
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
As more states have become engaged in kindergarten assessment efforts, early childhood educators and assessment experts have recommended developing such efforts within a coordinated assessment system that provides data about children's progress over time, (pre-k through grade 12), and is designed to address both educational policy and practice questions. Based on the review of current efforts, the Early Childhood Education State Assessment Collaborative's (ECEA) position on assessment of children at the start of formal schooling, typically kindergarten, is the following: Early child assessments conducted prior to, at the start of, and during kindergarten can be useful for a number of purposes "if done well." Kindergarten readiness assessments should be used to directly support children's development and academic achievement to improve educational outcomes. To do so, kindergarten readiness assessment efforts should adhere to the following principles: (1) Use multiple tools for multiple purposes; (2) Address multiple developmental domains and diverse cultural contexts; (3) Align with early learning guidelines and common core standards; (4) Collect information from multiple sources; (5) Implement in a systems-based approach; and (6) Avoid inappropriate use of assessment information, specifically including high-stakes decisions, labeling children, restricting kindergarten entry, and predicting children's future academic and life success. The rest of this paper will discuss the rationale of ECEA's position and important cautions for parents, teachers, administrators, and policymakers to consider when planning kindergarten assessment initiatives. A glossary is included. (Contains 1 table and 37 notes.).
