Sentences with phrase «ability at kindergarten entry»

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

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.