The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

Autor/inn/en	Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.
Titel	The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families
Quelle	In: Journal of Educational Psychology, 102 (2010) 1, S.43-53 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0016738
Schlagwörter	School Readiness; Low Income Groups; Preschool Education; Reading Achievement; Disadvantaged Youth; Attention Control; Numeracy; Short Term Memory; Kindergarten; Emergent Literacy; Cognitive Development; Child Development; Mathematics Achievement; Longitudinal Studies; Path Analysis; Prediction; Academic Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Leseleistung; Benachteiligter Jugendlicher; Aufmerksamkeitstest; Rechenkompetenz; Kurzzeitgedächtnis; Frühleseunterricht; Kognitive Entwicklung; Kindesentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pfadanalyse; Vorhersage; Schulleistung
Abstract	This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the prekindergarten year and that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. Implications of these findings for prekindergarten programs are discussed, particularly those designed to reduce the school readiness gaps associated with socioeconomic disadvantage. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10