Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds.
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| Title: | Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds. |
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| Authors: | Pianta, Robert C.1 (AUTHOR), Ansari, Arya2 (AUTHOR), Whittaker, Jessica E.1 (AUTHOR), Vitiello, Virginia1 (AUTHOR), Burchinal, Margaret1 (AUTHOR) |
| Source: | Elementary School Journal. Mar2025, Vol. 125 Issue 3, p445-467. 23p. |
| Subject Terms: | *Academic achievement, *Social development, *Longitudinal method, *Fourth grade (Education), *Early childhood education, *COVID-19 pandemic, Response inhibition |
| Geographic Terms: | United States |
| Abstract: | The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were collected on students (N = 785) who were linguistically diverse (85% home language other than English) and from families with low-income backgrounds. Adjusting for covariates, students' achievement and executive function skills at entry to kindergarten and gains in these skills across K–1 predicted their proficiency in reading, math, and language in fourth grade. Executive function skills at kindergarten entry and across K–1 predicted inhibitory control in fourth grade, and kindergarten-entry social adjustment predicted school engagement and connectedness to teachers in fourth grade. Early skills or gains were not differentially predictive of fourth-grade outcomes for English-language learners versus English speakers. [ABSTRACT FROM AUTHOR] |
| Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184105563 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pianta%2C+Robert+C%2E%22">Pianta, Robert C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ansari%2C+Arya%22">Ansari, Arya</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Whittaker%2C+Jessica+E%2E%22">Whittaker, Jessica E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vitiello%2C+Virginia%22">Vitiello, Virginia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burchinal%2C+Margaret%22">Burchinal, Margaret</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Elementary+School+Journal%22">Elementary School Journal</searchLink>. Mar2025, Vol. 125 Issue 3, p445-467. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Fourth+grade+%28Education%29%22">Fourth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were collected on students (N = 785) who were linguistically diverse (85% home language other than English) and from families with low-income backgrounds. Adjusting for covariates, students' achievement and executive function skills at entry to kindergarten and gains in these skills across K–1 predicted their proficiency in reading, math, and language in fourth grade. Executive function skills at kindergarten entry and across K–1 predicted inhibitory control in fourth grade, and kindergarten-entry social adjustment predicted school engagement and connectedness to teachers in fourth grade. Early skills or gains were not differentially predictive of fourth-grade outcomes for English-language learners versus English speakers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184105563 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1086/734330 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 445 Subjects: – SubjectFull: Academic achievement Type: general – SubjectFull: Social development Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Fourth grade (Education) Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Response inhibition Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pianta, Robert C. – PersonEntity: Name: NameFull: Ansari, Arya – PersonEntity: Name: NameFull: Whittaker, Jessica E. – PersonEntity: Name: NameFull: Vitiello, Virginia – PersonEntity: Name: NameFull: Burchinal, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00135984 Numbering: – Type: volume Value: 125 – Type: issue Value: 3 Titles: – TitleFull: Elementary School Journal Type: main |
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