Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school

Child Dev. Jan-Feb 2012;83(1):282-99. doi: 10.1111/j.1467-8624.2011.01678.x. Epub 2011 Nov 22.

Abstract

A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between 54-month performance and later functioning. A group of children at 54 months characterized by low working memory exhibited elevated levels of socioemotional problems and low achievement in 5th grade. Patterns in which high social competence or high working memory were prominent predicted high 5th-grade achievement. Unexpectedly, a group distinguished by attention problems performed well on later achievement outcomes. After controlling for children's early demographics, readiness profiles accounted for math achievement in 5th grade.

Publication types

  • Research Support, N.I.H., Extramural
  • Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

  • Achievement*
  • Affective Symptoms / diagnosis
  • Affective Symptoms / prevention & control
  • Affective Symptoms / psychology
  • Attention Deficit Disorder with Hyperactivity / diagnosis*
  • Attention Deficit Disorder with Hyperactivity / prevention & control
  • Attention Deficit Disorder with Hyperactivity / psychology
  • Child
  • Child, Preschool
  • Emotional Intelligence*
  • Executive Function*
  • Female
  • Humans
  • Learning Disabilities / diagnosis*
  • Learning Disabilities / prevention & control
  • Learning Disabilities / psychology
  • Longitudinal Studies
  • Male
  • Mass Screening*
  • Mathematics
  • Memory, Short-Term
  • National Institute of Child Health and Human Development (U.S.)
  • Predictive Value of Tests
  • Social Behavior*
  • United States