Preschool Writing and Premathematics Predict Grade 3 Achievement for Low-Income, Ethnically Diverse Children

Autor/inn/en	Manfra, Louis; Squires, Christina; Dinehart, Laura H. B.; Bleiker, Charles; Hartman, Suzanne C.; Winsler, Adam
Titel	Preschool Writing and Premathematics Predict Grade 3 Achievement for Low-Income, Ethnically Diverse Children
Quelle	In: Journal of Educational Research, 110 (2017) 5, S.528-537 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1145095
Schlagwörter	Preschool Children; Preschool Education; Writing (Composition); Writing Skills; Predictor Variables; Elementary School Students; Grade 3; Low Income Students; Ethnic Diversity; Student Diversity; Reading Achievement; Mathematics Achievement; Mathematics Skills; Computation; School Readiness; Correlation; High Stakes Tests; Diagnostic Tests; Standardized Tests; State Standards; Achievement Tests; Hierarchical Linear Modeling; Scores; Grade Point Average; Florida (Miami); Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibübung; Writing skill; Schreibfertigkeit; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Readiness for school; School ability; Schulreife; Korrelation; Diagnostic test; Diagnostischer Test; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01