Sentences with phrase «ability at kindergarten»

This study uses nationally representative data from the US Early Childhood Longitudinal Study, Birth Cohort (ECLS - B) to examine the magnitude of SES gradients in reading and math ability at kindergarten entry and the independent contribution of factors in the family background, health, home learning, parenting, and early education domains to these gradients.

OBJECTIVE: To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients.

Table 3 shows the full specification results of the linear regression models predicting reading and math ability at kindergarten entry.

A recent investigation from the UK Millennium Cohort Study found that a variety of parenting, home learning, and early education factors explained a small portion of the socioeconomic status (SES) gradients in children's cognitive ability by age 5.2 Although some US studies have examined selected factors at different stages of childhood, 24 — 27 few have had comprehensive data to examine the socioeconomic distribution of a wide variety of risk and protective factors across early childhood and their role as potential independent mediators of the SES gradients in cognitive ability at kindergarten entry.

Figure 1 reveals steep SES gradients in US children's reading and math ability at kindergarten entry.

Previous research has established steep socioeconomic status gradients in children's cognitive ability at kindergarten entry.

Many factors including maternal age and household composition, maternal and early childhood health, key elements of the home environment (family routines, parent - child interaction, parent aspirations), and experiences in preschool and early learning activities partially mediate SES gradients in US children's cognitive ability at kindergarten entry.

Linear Regression Models Predicting Child Reading and Math Ability at Kindergarten Entry, ECLS - B Study, 2001 — 2007 (N = 6600)

These achievement gaps are concerning: Math and reading abilities at kindergarten entry are powerful predictors of later school success, and children who enter kindergarten already behind are unlikely to catch up.

Not exact matches

They will more likely demonstrate early mathematic skills, such as an understanding of numbers at an early age and the ability to add, subtract, and even multiply long before their age mates, often before they start kindergarten.

Choi, Christine Lippard, an assistant professor of human development and family studies at Iowa State; and Shinyoung Jeon, a postdoctoral research fellow at the University of Oklahoma - Tulsa, analyzed data measuring inhibitory control (the ability to pay attention and control natural, but unnecessary thoughts or behaviors) and math achievement for low - income students in Head Start through kindergarten.

Likewise, 50 percent of the differences among these children in their print and phonological skills at the end of kindergarten could be predicted from these same abilities measured at the end of their pre-K year in Head Start.

The guidelines will provide for a sequential course of study for each of the grades kindergarten through 12 and must include, at a minimum, the following: (1) knowledge of the research process and how information is created and produced; (2) skills in using information resources and critical thinking about those resources; (3) the abilities to evaluate information critically and competently, to recognize relevant primary and secondary information, and to distinguish among facts, points of view, and opinions; (4) access to information and information tools; and (5) an understanding of economic, legal, and social issues surrounding the use of information, and how to use information ethically and legally.

Kindergarten and first - grade teachers striving to enhance their ability to meet individual student's needs in mathematics have a valuable new tool at their disposal.

Individual achievement test scores can be misleading at the pre-school and kindergarten levels, if the child is already reading and doing arithmetic — these abilities are not expected in this age group, so precocious readers or mathies will score significantly above their age level, just because they are precocious readers or mathies.

Year 2 results were not included for kindergarten; however, all subtests for students with lower abilities were significant, with the exception of spatial abilities.First grade overall test results were significant for the low groups at.000; second grade results were significant at.001; and third grade results were higher overall for students with lower abilities.

Math skills at kindergarten entry (the ability to recognize numbers, problem solve, use reasoning skills, and apply knowledge) are increasingly seen as an even better predictor of later academic success than early reading ability.

Check out this post from GO Public Schools Leadership Center where Emma gives her thoughts on that study's finding that «students» level of tiredness, hunger or illness at school was most strongly associated with the level of students» ability to learn as they began kindergarten.»

But it was something I gave him credit for as I had never seen any of his predecessors look at DCPS as a whole system providing the continuum for accumulating knowledge, skills, and abilities from the kindergarten level step by step or grade by grade up to graduation.

At a time when schools are under increasing pressure to teach tougher standards (known as the Common Core) and begin the path to college readiness in kindergarten, this school, and several others around the city, are taking care of kids» emotional and physical needs as a route to improving their ability to learn.

• Known for providing individual and small - group instruction to kindergarten students, aimed at meeting their intellectual abilities • Proficient in monitoring students with a view to keep them at task and maintaining order in classrooms • Competent at assisting children with special needs to meet their objectives and integrate smoothly in with other students • Special talent for assessing students and documenting their individual needs, targeted at assisting them with their limitations

Head Start for Kent County wants all children entering kindergarten with a love for learning, the ability to work with others, and a fund of knowledge that will place them at or above the expected learning level.