The aim of the present study was to examine the effects of preschool experience on academic achievement, with specific reference to English language learning outcomes of Grades 1, 2 and 3 students in the Kingdom of Bahrain. Data from a representative sample of 402 students covering all three grades, from Bahrain public elementary schools were…

Using data from the NICHD Study of Early Child Care (n = 1364), we examined how experiences in early childcare (ECE) and in families from 6 to 54 months predicted the development of first-grade prosocial behaviour (PSB), a core component of social and emotional success. SEM analyses revealed several key pathways: (1) both ECE process quality and…

Background: The acquired skill set prior to school entry has emerged as an important issue in research and policy internationally. Much evidence exists advocating the importance of early numeracy and literacy skills in later academic achievement and economic outcomes of students. Aim: The goal of this study was to determine the association between…

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals…

Family and child care experiences from birth to 54 months, achievement and social competence at entry to school, maternal sensitivity at first grade, and qualities of first-grade classrooms were used to predict academic and cognitive functioning at first grade for 832 children enrolled in the National Institute of Child Health and Human…