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Shyness and Socio-Emotional Adjustment Difficulties in Urban Chinese Kindergartners: The Moderating Role of Child Effortful Control
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Zhu, Jingjing; Xiao, Bowen; Li, Yan; Xie, Mengyu; Zhang, Lingli – Early Education and Development, 2023
Research Findings: The goal of the present study was to examine the moderating role of child effortful control (EC) in the relation between shyness and social-emotional adjustment difficulties among young Chinese children. Participants included 195 children (117 boys, 78 girls, Mage = 4.28 years, SD = 0.31) enrolled in 6 classes attending…
Descriptors: Foreign Countries, Kindergarten, Young Children, Urban Youth
Family Social Capital in Kindergarten: Predicting Third-Grade Learning and Developmental Outcomes for Low-SES Urban Children
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Gullo, Dominic F. – Early Child Development and Care, 2023
Concentrated pockets of under-resourced neighbourhoods and schools exist in urban areas in which there are overwhelming numbers of children labelled 'at-risk.' Structural equation modelling was used to predict the associations between family social capital in kindergarten and third-grade learning and development outcomes for low-socioeconomic…
Descriptors: Kindergarten, Young Children, Elementary School Students, Grade 3
The Effects of the Headsprout Early Reading Program on the Literacy Skills and On-Task Behavior of At-Risk Urban Kindergarten Students
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Hammond, Shannon S. – ProQuest LLC, 2012
Young children who experience difficulty learning to read are at an increased risk for reading failure and behavior problems. Emerging evidence suggests that improving the literacy skills of young struggling readers also improves levels of on-task behavior. This study examined the effects of Headsprout Early Reading, a phonics-based online reading…
Descriptors: Reading Programs, Program Effectiveness, Literacy, Student Behavior
A Type of Parental Involvement with an Isomorphic Effect on Urban Children's Mathematics, Reading, Science, and Social Studies Achievement at Kindergarten Entry
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Stylianides, Andreas J.; Stylianides, Gabriel J. – Urban Education, 2011
Research showed that children's school-entry academic skills are strong predictors of their later achievement, thereby highlighting the importance of children's achievement at kindergarten entry. This article defines a particular type of parental involvement in children's education and uses a representative sample of American urban kindergarteners…
Descriptors: Parent Participation, Parent Child Relationship, Kindergarten, Urban Youth
How Neighborhoods Matter for Rural and Urban Children's Language and Cognitive Development at Kindergarten and Grade 4
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Lloyd, Jennifer E. V.; Hertzman, Clyde – Journal of Community Psychology, 2010
The authors took a population-based approach to testing how commonly studied neighborhood socioeconomic conditions are associated with the language and cognitive outcomes of residentially stable rural and urban children tracked from kindergarten (ages 5-6) to Grade 4 (ages 9-10). Child-level kindergarten Early Development Instrument (EDI) data…
Descriptors: Neighborhoods, Rural Urban Differences, Foreign Countries, Urban Youth
Examining the Impacts of Early Reading Intervention on the Growth Rates in Basic Literacy Skills of At-Risk Urban Kindergarteners
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Lo, Ya-yu; Chuang Wang; Haskell, Sherry – Journal of Special Education, 2009
This study investigated the effects of the "Scott Foresman Early Reading Intervention" (ERI) on growth rates in the early literacy skills of urban at-risk kindergarten students. Students participated in one of three groups: treatment-intensive/ strategic, treatment-benchmark, and nontreatment-benchmark. Treatment group students received…
Descriptors: Intervention, Early Reading, Multivariate Analysis, Kindergarten