TY - JOUR
T1 - Early home learning environment predicts children’s 5th grade academic skills
AU - Tamis-LeMonda, Catherine S.
AU - Luo, Rufan
AU - McFadden, Karen E.
AU - Bandel, Eileen T.
AU - Vallotton, Claire
N1 - Funding Information:
The findings reported here are based on research conducted as part of the national Early Head Start Research and Evaluation Project funded by the Administration for Children and Families (ACF), U.S. Department of Health and Human Services under Contract 105-95-1936 to Mathematica Policy Research Inc., Princeton, NJ, and Columbia University’s Center for Children and Families, Teachers College, in conjunction with the Early Head Start Research Consortium. The Consortium consists of representatives from 17 programs participating in the evaluation, 15 local research teams, the evaluation contractors, and ACF. Catherine S. Tamis-LeMonda also acknowledges funding from the National Science Foundation (Grants 0218159 and 0721383), which supports NYU’s Center for Research on Culture, Development, and Education.
Publisher Copyright:
© 2017, © 2017 Taylor & Francis.
PY - 2019/4/3
Y1 - 2019/4/3
N2 - We examined whether the early learning environment predicts children’s 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children’s pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children’s early learning environment comprised measures of literacy activities, the quality of mothers’ engagements with children, and learning materials assessed at 14 months, 2 and 3 years, and at pre-kindergarten; learning environments were again assessed in 5th grade. At pre-kindergarten and in 5th grade, children were assessed on pre-academic and academic skills respectively. Early learning environments predicted children’s 5th grade academic skills, and children’s pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups.
AB - We examined whether the early learning environment predicts children’s 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children’s pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children’s early learning environment comprised measures of literacy activities, the quality of mothers’ engagements with children, and learning materials assessed at 14 months, 2 and 3 years, and at pre-kindergarten; learning environments were again assessed in 5th grade. At pre-kindergarten and in 5th grade, children were assessed on pre-academic and academic skills respectively. Early learning environments predicted children’s 5th grade academic skills, and children’s pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups.
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U2 - 10.1080/10888691.2017.1345634
DO - 10.1080/10888691.2017.1345634
M3 - Article
AN - SCOPUS:85026858797
SN - 1088-8691
VL - 23
SP - 153
EP - 169
JO - Applied Developmental Science
JF - Applied Developmental Science
IS - 2
ER -