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School-Based Kindergarten Transition Practices and Child Outcomes: Revisiting the Issue
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Little, Michael H. – Elementary School Journal, 2017
The purpose of this study was to examine the relationship between school-based kindergarten transition practices and student achievement and executive functioning using recent, nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. The analysis employed 3-level hierarchical linear models and…
Descriptors: Children, Longitudinal Studies, Surveys, Correlation
Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
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Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M. – Journal of Educational Psychology, 2017
The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2 complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM).…
Descriptors: Executive Function, Mathematics Instruction, Transitional Programs, Kindergarten
Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
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Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M. – Grantee Submission, 2017
The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across four waves of measurement during the transition from preschool to kindergarten using two complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling…
Descriptors: Executive Function, Mathematics Instruction, Transitional Programs, Kindergarten