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ERIC Number: EJ1106457
Record Type: Journal
Publication Date: 2016-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Kindergarten Social Withdrawal and Reading Achievement: A Cross-Lagged Path Model for At-Risk Learners
Hall, Cristin M.; Welsh, Janet A.; Bierman, Karen L.; Nix, Robert
Psychology in the Schools, v53 n7 p751-759 Aug 2016
The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross-lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A