NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ932916
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0144-3410
The Influence of Being Ready to Learn on Children's Early School Literacy and Numeracy Achievement
Murray, Elizabeth; Harrison, Linda Joan
Educational Psychology, v31 n5 p529-545 2011
This study investigated the extent to which learning readiness, prior-to-school experiences, and child and family characteristics influence children's literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children's prior-to-school experiences and their preparedness for school; teachers provided ratings of children's self-directedness and cooperative participation; and children's cognitive ability was assessed using the Peabody Picture Vocabulary Test-III. Classroom quality was observed and rated mid-year. Children's literacy and numeracy achievement was assessed at the end of the school year, using the "Who Am I?" (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher-rated learning readiness at the start of school. Discussion focuses on the importance of the "ready child" for early academic success. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test