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ERIC Number: EJ1464666
Record Type: Journal
Publication Date: 2025
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: EISSN-1554-8279
Available Date: 0000-00-00
Early Skills Predict Fourth-Grade Post-COVID-19 Academic, Inhibitory Control, and Social-Emotional Outcomes for Students from Diverse Home Language Backgrounds
Robert C. Pianta; Arya Ansari; Jessica E. Whittaker; Virginia Vitiello; Margaret Burchinal
Elementary School Journal, v125 n3 p445-467 2025
The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were collected on students (N = 785) who were linguistically diverse (85% home language other than English) and from families with low-income backgrounds. Adjusting for covariates, students' achievement and executive function skills at entry to kindergarten and gains in these skills across K-1 predicted their proficiency in reading, math, and language in fourth grade. Executive function skills at kindergarten entry and across K-1 predicted inhibitory control in fourth grade, and kindergarten-entry social adjustment predicted school engagement and connectedness to teachers in fourth grade. Early skills or gains were not differentially predictive of fourth-grade outcomes for English-language learners versus English speakers.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A