Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills

Megan M. McClelland, Claire E. Cameron, Carol McDonald Connor, Carrie L. Farris, Abigail M. Jewkes, Frederick J. Morrison

Research output: Contribution to journalArticle

681 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)947-959
Number of pages13
JournalDevelopmental Psychology
Volume43
Issue number4
DOIs
StatePublished - Jul 2007
Externally publishedYes

Fingerprint

Vocabulary
vocabulary
literacy
regulation
Toes
Growth
Short-Term Memory
Head
kindergarten
academic achievement
Literacy
classroom
gender

Keywords

  • academic achievement
  • executive function
  • hierarchical linear modeling
  • school readiness
  • self-regulation

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Medicine(all)

Cite this

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills. Developmental Psychology, 43(4), 947-959. https://doi.org/10.1037/0012-1649.43.4.947

Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills. / McClelland, Megan M.; Cameron, Claire E.; Connor, Carol McDonald; Farris, Carrie L.; Jewkes, Abigail M.; Morrison, Frederick J.

In: Developmental Psychology, Vol. 43, No. 4, 07.2007, p. 947-959.

Research output: Contribution to journalArticle

McClelland, MM, Cameron, CE, Connor, CM, Farris, CL, Jewkes, AM & Morrison, FJ 2007, 'Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills', Developmental Psychology, vol. 43, no. 4, pp. 947-959. https://doi.org/10.1037/0012-1649.43.4.947
McClelland, Megan M. ; Cameron, Claire E. ; Connor, Carol McDonald ; Farris, Carrie L. ; Jewkes, Abigail M. ; Morrison, Frederick J. / Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills. In: Developmental Psychology. 2007 ; Vol. 43, No. 4. pp. 947-959.
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