Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children
Abstract/Contents
- Abstract
- This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.
Description
| Type of resource | text |
|---|---|
| Date created | 2006 |
Creators/Contributors
| Author | Miles, Sarah B. |
|---|---|
| Author | Stipek, Deborah |
| Publisher | Wiley-Blackwell |
| Sponsor | MacArthur Foundation |
| Sponsor | William T. Grant Foundation |
| Sponsor | U.S. Department of Education Office of Educational Research and Improvement |
| Sponsor | Foundation for Child Development |
Subjects
| Subject | literacy |
|---|---|
| Subject | low-income |
| Genre | Article |
Bibliographic information
| Related Publication | Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77(1), 103-117. |
|---|---|
| Location | https://purl.stanford.edu/ck324jz4501 |
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- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
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