Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Grade 2 | 7 |
| Grade 1 | 5 |
| Correlation | 3 |
| Elementary School Students | 3 |
| Family Environment | 3 |
| Grade 3 | 3 |
| Kindergarten | 3 |
| Academic Achievement | 2 |
| Adjustment (to Environment) | 2 |
| African American Students | 2 |
| Behavior Problems | 2 |
| More ▼ | |
Source
| Child Development | 7 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Grade 2 | 6 |
| Elementary Education | 5 |
| Grade 1 | 5 |
| Early Childhood Education | 3 |
| Grade 3 | 3 |
| Kindergarten | 3 |
| Primary Education | 3 |
| Grade 10 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkUrsache, Alexandra; Kiely Gouley, Kathleen; Dawson-McClure, Spring; Barajas-Gonzalez, R. Gabriela; Calzada, Esther J.; Goldfeld, Keith S.; Brotman, Laurie M. – Child Development, 2020
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M[subscript age] = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a…
Descriptors: Emotional Intelligence, Academic Achievement, Preschool Children, African American Students
Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno – Child Development, 2021
We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (M[subscript age] = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension…
Descriptors: Family Literacy, Correlation, Reading Interests, Emergent Literacy
Sénéchal, Monique; LeFevre, Jo-Anne – Child Development, 2014
One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (M[subscript age]: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal, M., 2002) because in this sample the home language was independent of the language of instruction. The…
Descriptors: English, French, Kindergarten, Grade 1
Leadbeater, Bonnie J.; Hoglund, Wendy L. G. – Child Development, 2009
Three models of the prospective relations between child maladjustment and peer victimization are examined: (a) internalizing results directly from victimization, (b) internalizing leads to victimization, and (c) physical aggression fuels retaliatory victimization that leads to increases in internalizing over time. Data came from assessments of…
Descriptors: Aggression, Children, Adjustment (to Environment), Victims of Crime
Laursen, Brett; Bukowski, William M.; Aunola, Kaisa; Nurmi, Jari-Erik – Child Development, 2007
This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self-reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated…
Descriptors: Grade 2, Grade 1, Friendship, Social Isolation
Dodge, Kenneth A.; Greenberg, Mark T.; Malone, Patrick S. – Child Development, 2008
A dynamic cascade model of development of serious adolescent violence was proposed and tested through prospective inquiry with 754 children (50% male; 43% African American) from 27 schools at 4 geographic sites followed annually from kindergarten through Grade 11 (ages 5-18). Self, parent, teacher, peer, observer, and administrative reports…
Descriptors: Elementary Secondary Education, Academic Failure, Adolescents, Least Squares Statistics
Peer reviewedVandell, Deborah Lowe; Ramanan, Janaki – Child Development, 1992
Early (during the child's first three years) and recent (during the previous three years) maternal employment were associated with less family poverty and higher scores on measures of home environment. Early maternal employment predicted second grade children's math achievement, and recent maternal employment predicted their reading achievement.…
Descriptors: Academic Achievement, Elementary School Students, Employed Parents, Family Characteristics
