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] |
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| Database: | Education Research Complete |
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