Links between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills

Autor/inn/en	McClelland, Megan M.; Cameron, Claire E.; Connor, Carol McDonald; Farris, Carrie L.; Jewkes, Abigail M.; Morrison, Frederick J.
Titel	Links between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills
Quelle	In: Developmental Psychology, 43 (2007) 4, S.947-959 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Memory; Mathematics Skills; Emergent Literacy; Self Management; Self Control; Preschool Children; Vocabulary; Task Analysis; Achievement Tests; School Readiness; Role; Academic Achievement; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühleseunterricht; Selbstmanagement; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Aufgabenanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Readiness for school; School ability; Schulreife; Rollen; Schulleistung
Abstract	This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps less than 0.05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps less than 0.05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10