Early Schooling of Children at Risk

摘要: The purpose of this study was to develop and test a longitudinal early schooling process model first- second-year reading achievement, mathematics socio-emotional maturity with 1539 low-income minority children. Data were collected from children teachers over four time periods included school readiness attributes, intervening kindergarten influences, first-year social-psychological influences. LISREL estimation the yielded an acceptable fit data. Major results indicated that cognitive in had pervasive indirect effects on outcomes, variables directly alterable by families schools—prekindergarten experience, motivation, mobility, parent involvement—significantly influenced either or indirectly outcomes. influence sex (in favor girls), prior mobility increased time. Despite some limitations, major implicatio...