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      Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

      , , , , , ,

      Early Childhood Research Quarterly

      Elsevier BV

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          Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

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            THE ESTIMATION OF CAUSAL EFFECTS FROM OBSERVATIONAL DATA

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              Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

              This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.
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                Author and article information

                Journal
                Early Childhood Research Quarterly
                Early Childhood Research Quarterly
                Elsevier BV
                08852006
                January 2008
                January 2008
                : 23
                : 1
                : 27-50
                Article
                10.1016/j.ecresq.2007.05.002
                4d001a71-ffea-4333-9374-12fdff27be26
                © 2008

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