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Immediate Effects of a School Readiness Intervention for Children in Foster Care.

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Title: Immediate Effects of a School Readiness Intervention for Children in Foster Care.
Authors: Pears, KatherineC.1 (AUTHOR) katherinep@oslc.org, Fisher, PhilipA.1,2 (AUTHOR), Kim, HyounK.1 (AUTHOR), Bruce, Jacqueline1 (AUTHOR), Healey, CynthiaV.1 (AUTHOR), Yoerger, Karen1 (AUTHOR)
Source: Early Education & Development. Aug2013, Vol. 24 Issue 6, p771-791. 21p.
Subject Terms: *Readiness for school research, *Education of foster children, *Emergent literacy research, *Educational intervention, Psychology of foster children, Self regulation
Abstract: Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd 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.)
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  Data: Immediate Effects of a School Readiness Intervention for Children in Foster Care.
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  Data: <searchLink fieldCode="AR" term="%22Pears%2C+KatherineC%2E%22">Pears, KatherineC.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> katherinep@oslc.org</i><br /><searchLink fieldCode="AR" term="%22Fisher%2C+PhilipA%2E%22">Fisher, PhilipA.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+HyounK%2E%22">Kim, HyounK.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bruce%2C+Jacqueline%22">Bruce, Jacqueline</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Healey%2C+CynthiaV%2E%22">Healey, CynthiaV.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yoerger%2C+Karen%22">Yoerger, Karen</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Aug2013, Vol. 24 Issue 6, p771-791. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Readiness+for+school+research%22">Readiness for school research</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+foster+children%22">Education of foster children</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy+research%22">Emergent literacy research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+foster+children%22">Psychology of foster children</searchLink><br /><searchLink fieldCode="DE" term="%22Self+regulation%22">Self regulation</searchLink>
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  Data: Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/10409289.2013.736037
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      – SubjectFull: Self regulation
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              Text: Aug2013
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