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ERIC Number: EJ782963
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
Early Feelings about School and Later Academic Outcomes of Children with Special Needs Living in Poverty
Hauser-Cram, Penny; Durand, Tina M.; Warfield, Marji Erickson
Early Childhood Research Quarterly, v22 n2 p161-172 2007
In this investigation we examined the relation of children's reported feelings about school during kindergarten or first grade to their academic achievement at the end of fifth grade. Participants were children (N=103) who lived in poverty during early childhood and who were placed on individualized education programs (IEPs) during their elementary school years. Results indicated that early feelings about school predicted fifth-grade outcomes above and beyond predictions based on an assessment of receptive language at age 5. Specifically, general positive feelings about school predicted higher fifth-grade literacy skills whereas feelings of greater competence in academics predicted higher fifth-grade math skills. The findings have implications for interventions with young children who have special learning needs, live in poverty, and report early ambivalent or negative feelings about school.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A