TY - JOUR
T1 - Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills
AU - McClelland, Megan M.
AU - Cameron, Claire E.
AU - Connor, Carol Mc Donald
AU - Farris, Carrie L.
AU - Jewkes, Abigail M.
AU - Morrison, Frederick J.
N1 - Copyright:
Copyright 2007 Elsevier B.V., All rights reserved.
PY - 2007/7
Y1 - 2007/7
N2 - This study investigated predictive relations between preschoolers' (N = 310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps < .05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps < .05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten.
AB - This study investigated predictive relations between preschoolers' (N = 310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps < .05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps < .05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten.
KW - academic achievement
KW - executive function
KW - hierarchical linear modeling
KW - school readiness
KW - self-regulation
UR - http://www.scopus.com/inward/record.url?scp=34548176783&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34548176783&partnerID=8YFLogxK
U2 - 10.1037/0012-1649.43.4.947
DO - 10.1037/0012-1649.43.4.947
M3 - Article
C2 - 17605527
AN - SCOPUS:34548176783
VL - 43
SP - 947
EP - 959
JO - Developmental Psychology
JF - Developmental Psychology
SN - 0012-1649
IS - 4
ER -