KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS-LAGGED PATH MODEL FOR AT-RISK LEARNERS

被引：6
|
作者：
Hall, Cristin M. [1 ]
Welsh, Janet A. [1 ]
Bierman, Karen L. [1 ]
Nix, Robert [1 ]
机构：
[1] Penn State Univ, University Pk, PA 16802 USA
来源：
PSYCHOLOGY IN THE SCHOOLS | 2016年 / 53卷 / 07期
关键词：
SCHOOL READINESS; PRESCHOOL YEAR; HEAD-START; TRAJECTORIES; CHILDREN; BEHAVIOR; PEER; ADJUSTMENT; SKILLS; ASSOCIATION;
D O I：
10.1002/pits.21939
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross-lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study. (C) 2016 Wiley Periodicals, Inc.
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收藏
页码：751 / 759
页数：9
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