TY - JOUR
T1 - Patterns of early reading and social skills associated with academic success in elementary school
AU - Cooper, Brittany Rhoades
AU - Moore, Julia E.
AU - Powers, C. J.
AU - Cleveland, Michael
AU - Greenberg, Mark T.
N1 - Publisher Copyright:
© 2014 Taylor & Francis Group, LLC.
PY - 2014
Y1 - 2014
N2 - 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 sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed.
AB - 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 sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed.
UR - http://www.scopus.com/inward/record.url?scp=84904219210&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84904219210&partnerID=8YFLogxK
U2 - 10.1080/10409289.2014.932236
DO - 10.1080/10409289.2014.932236
M3 - Article
AN - SCOPUS:84904219210
SN - 1040-9289
VL - 25
SP - 1248
EP - 1264
JO - Early Education and Development
JF - Early Education and Development
IS - 8
ER -