Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children |
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| Authors: | Louis Manfra Christina Squires Laura H B Dinehart Charles Bleiker Suzanne C Hartman Adam Winsler |
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| Institution: | 1. Department of Human Development &2. Family Science, University of Missouri, Columbia, Missouri, USA;3. College of Education, Florida International University, Miami, Florida, USA;4. Department of Learning Sciences and Human Development, West Virginia University, Morgantown, West Virginia, USA;5. Department of Psychology, George Mason University, Fairfax, Virginia, USA |
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| Abstract: | The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. |
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| Keywords: | Academic achievement elementary school preschool school readiness writing |
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