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Direct linkKriebel, Dawn K.; Brown, Eleanor D. – Early Child Development and Care, 2020
This study investigated relations between parent teaching, cumulative instability/chaos and school readiness in a group of 130 children attending a Head Start preschool. Cumulative instability/chaos negatively predicted fall school readiness as well as spring school readiness. Parent teaching did not predict fall school readiness but did predict…
Descriptors: Parent Participation, Parents as Teachers, School Readiness, Preschool Children
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E. – Educational Researcher, 2014
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at…
Descriptors: Preschool Children, Mathematical Aptitude, Mathematics Skills, Predictor Variables
Berghout Austin, Ann M.; Blevins-Knabe, Belinda; Ota, Carrie; Rowe, Trevor; Knudsen Lindauer, Shelley L. – Early Child Development and Care, 2011
The purpose of this study was to extend existing research relative to the predictors of early mathematics skills. Using Vygotskian theory as a framework, our primary goal was to determine whether social skills or letter awareness skills served as better mediators between receptive language and early mathematics concepts. The secondary goal was to…
Descriptors: Symbols (Mathematics), Receptive Language, Mathematics Skills, Language Skills
