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Autor/inn/enTamis-LeMonda, Catherine S.; Luo, Rufan; McFadden, Karen E.; Bandel, Eileen T.; Vallotton, Claire
TitelEarly Home Learning Environment Predicts Children's 5th Grade Academic Skills
QuelleIn: Applied Developmental Science, 23 (2019) 2, S.153-169 (17 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1088-8691
DOI10.1080/10888691.2017.1345634
SchlagwörterFamily Environment; Grade 5; Elementary School Students; Preschool Children; Correlation; Ethnic Groups; Longitudinal Studies; Educational Environment; Low Income; School Readiness; Literacy; Mothers; Parent Child Relationship; Race; Hispanic Americans; Spanish Speaking; African Americans; Whites; Comparative Analysis; Achievement Tests; Intelligence Tests; Verbal Ability; Vocabulary; Surveys; Academic Ability; Woodcock Johnson Tests of Achievement; Peabody Picture Vocabulary Test; Early Childhood Longitudinal Survey; Wechsler Intelligence Scale for Children
AbstractWe examined whether the early learning environment predicts children's 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children's pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children's early learning environment comprised measures of literacy activities, the quality of mothers' engagements with children, and learning materials assessed at 14 months, 2 and 3 years, and at pre-kindergarten; learning environments were again assessed in 5th grade. At pre-kindergarten and in 5th grade, children were assessed on pre-academic and academic skills respectively. Early learning environments predicted children's 5th grade academic skills, and children's pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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