ERIC Number: ED412004
Record Type: RIE
Publication Date: 1997-Apr
Reference Count: N/A
The Role of Children's Social Skills in Achievement at Kindergarten Entry and Beyond.
Griffin, Elizabeth A.
Classroom behavior has been shown to be, in some cases, more important than measured ability for predicting young children's academic outcomes. This study examined the relationship between kindergarten children's work-related classroom behaviors and their kindergarten and first-grade achievement. A battery of achievement tests (receptive vocabulary, general knowledge, reading recognition, and mathematics) was administered to 267 children in the fall and spring of kindergarten and in the spring of first grade. In the fall of the kindergarten year, teachers provided information about work-related classroom behaviors of these children (for example, ability to sit quietly, ability to follow directions independently). Work-related classroom behaviors in the fall of kindergarten consistently influenced reading recognition from fall of kindergarten through spring of first grade, after controlling for IQ, mother's education, home literacy environment, entrance age, preschool experience, race, and gender. Less consistent, but significant, effects were found for general knowledge (fall of kindergarten and spring of first grade) and for mathematics (spring of kindergarten and spring of first grade). The results suggested that children who begin school with a repertoire of behaviors that are appropriate to the classroom, above and beyond other important factors such as IQ and mother's education, may be more "ready" to succeed in those school subjects receiving more emphasis in the early years. (Author/EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (62nd, Washington, DC, April 3-6, 1997).