TY - JOUR
T1 - CSRP's Impact on Low-Income Preschoolers' Preacademic Skills
T2 - Self-Regulation as a Mediating Mechanism
AU - Raver, C. Cybele
AU - Jones, Stephanie M.
AU - Li-Grining, Christine
AU - Zhai, Fuhua
AU - Bub, Kristen
AU - Pressler, Emily
PY - 2011/1
Y1 - 2011/1
N2 - Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.
AB - Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.
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U2 - 10.1111/j.1467-8624.2010.01561.x
DO - 10.1111/j.1467-8624.2010.01561.x
M3 - Article
C2 - 21291447
AN - SCOPUS:79551559126
SN - 0009-3920
VL - 82
SP - 362
EP - 378
JO - Child development
JF - Child development
IS - 1
ER -