ERIC Number: EJ768290
Record Type: Journal
Publication Date: 2007-Jul
Reference Count: N/A
Links between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills
McClelland, Megan M.; Cameron, Claire E.; Connor, Carol McDonald; Farris, Carrie L.; Jewkes, Abigail M.; Morrison, Frederick J.
Developmental Psychology, v43 n4 p947-959 July 2007
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.
Descriptors: Memory, Mathematics Skills, Emergent Literacy, Self Management, Self Control, Preschool Children, Vocabulary, Task Analysis, Achievement Tests, School Readiness, Role, Academic Achievement
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement