Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children

Description:

A longitudinal study following low-income children from kindergarten through fifth grade to explore the relation between aggression and prosocial behavior and literacy achievement

Resource Type:

Reports & Papers

Author(s):

Miles Sarah B.; Stipek Deborah J.

Publisher(s):

Blackwell Publishing

Funder(s):

John D. and Catherine T. MacArthur Foundation; William T. Grant Foundation; United States. Office of Educational Research and Improvement; Foundation for Child Development

Country:

United States

Date Issued:

2006

Source:

Child Development, 77(1), 103-117

Journal Title:

Child Development

Volume Number:

Issue Number:

Page Range:

103-117

Note:

This report uses data from the School Transitions Study

Topics:

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.4. Behavior/Social & Emotional Development/Socialization

ISSN:

0009-3920

Paper

1467-8624

Online

Peer Reviewed:

Yes

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Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children

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