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Browsing by Subject "school readiness"

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    Defining and Measuring School Readiness using Confirmatory Factor Analysis Techniques
    (2016-06) Ward, Jenna
    School readiness skills in kindergarten have been linked with later academic and social achievement; promoting these skills may be a way to help prevent later concerns. A first step is to define school readiness and identify those skills that are most important for later school success. The current dissertation took a two-study approach to measuring school readiness in kindergarten. Study one proposed a model for measuring school readiness in the fall of kindergarten, comprised of developmental and early academic formative measures. Confirmatory Factor Analysis (CFA) techniques were used to test five nested models proposed to explain school readiness. A two factor cross loading indicators model, comprised of achievement in developmental milestones and early academic skills, appeared to provide the best explanation of school readiness in the fall of kindergarten. Study two examined which of those school readiness skills across the kindergarten year best predicted end of kindergarten early academic achievement. Developmental milestones were measured through composite scores, based upon findings from the first study, as well as early reading and early math measures. Path analysis techniques were used to examine the variance accounted for in springtime early academic skills by fall and winter early academic and development skills. Developmental milestones did not appear to provide additional predictive value for end of kindergarten early academic skills, after accounting for beginning of kindergarten early academic skills. The results of these two studies support a clear definition and efficient measurement approach for school readiness skills in kindergarten. Limitations, future research, and practical implications of these findings are discussed.
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    The Relation between Parent Involvement and the Development of Kindergarten Self-Regulation and Literacy Skills
    (2018-01) Hays, Amber S.
    Since the turn of this century, improving school readiness for young children has been a central tenet of research, practice, and public policy at the local, state, and national levels (Blair, 2002; Boethel, 2004; Hair, Halle, Terry-Humen, Lavelle, & Calkins, 2006; Konald & Pianta, 2005; Nores, Belfled, Barnett, & Schweinhart, 2005; Rolnick & Grunewald, 2003; Shonkoff & Phillips, 2000; Snow, 2006; Zigler & Hall, 2000). At the same time, the academic and behavioral expectations for young children in kindergarten have skyrocketed (Bassok & Latham, 2017). Thus, it comes as no surprise that a plethora of early childhood programs supporting the development of behavioral self-regulation are currently under development and evaluation (e.g., Bierman et al., 2008; Bodrova & Leong, 2007; Raver et al., 2008). The most promising of these programs target social and emotional competence, classroom quality, and parent scaffolding support for learning. Yet, very little is known about self-regulation development after the transition to formal schooling or how to promote growth in academic-focused kindergarten programs. The present study explores relations between parent involvement, one potential method, and growth in literacy and self-regulation skills. Thirty-seven kindergarten children were recruited from six classrooms in a rural consolidated school district. Direct assessments of literacy skills and self-regulation skills were collected in the fall and spring. Teachers reported on children’s self-regulated learning behavior in the winter. Parents reported on their involvement in education as well as several demographic characteristics. Multiple linear regression analyses were used to examine the relation between parent involvement and growth in literacy and self-regulation skills after controlling for relevant demographic variables and school readiness skills. Results indicated that parent involvement was not a significant predictor of either spring outcome. In addition, self-regulated learning was not significantly associated with spring literacy or self-regulation skills and could not be explored as a potential mediator. Instead, school readiness skills remained the most robust predictors of success in kindergarten. Implications for future research are discussed.