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Direct linkCatts, Hugh W.; McIlraith, Autumn; Bridges, Mindy Sittner; Nielsen, Diane Corcoran – Reading and Writing: An Interdisciplinary Journal, 2017
Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological…
Descriptors: Kindergarten, Grade 2, Phonological Awareness, Oral Language
Yang, Chao-Chun; Fan, Chih-Wen; Chen, Kuan-Ming; Hsu, Shih-Chi; Chien, Chin-Lung – Asia-Pacific Education Researcher, 2018
Kindergarten teacher turnover is an important topic in education, especially in East Asia. Two approaches, the disease model and positive psychology perspective, are integrated to investigate kindergarten teachers' turnover intention, and the "happy/productive teacher" hypothesis that happy teachers have lower turnover intention is…
Descriptors: Kindergarten, Faculty Mobility, Well Being, Stress Variables
Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk – Reading and Writing: An Interdisciplinary Journal, 2014
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…
Descriptors: Oral Language, Attention Control, Kindergarten, Elementary School Students
Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
Betts, Joseph; Pickart, Mary; Heistad, Dave – School Psychology Quarterly, 2011
Previous research has provided evidence for the utility of the Minneapolis Kindergarten Assessment (MKA), which is a measure of early literacy and numeracy skills. The present research was undertaken to replicate previous factorial results and evaluate the relative strength of an alternative parameterization of the measurement model, the bifactor…
Descriptors: Evidence, Models, Numeracy, Predictive Validity
Saçkes, Mesut – European Early Childhood Education Research Journal, 2014
The purpose of the present study was to explore how often teachers of young children teach science concepts in kindergarten and examine the factors that influence the frequency of science teaching in early years. A theoretical model of the determinants of the frequency of science teaching in kindergarten was developed and tested using a…
Descriptors: Young Children, Kindergarten, Preschool Teachers, Science Instruction
von Grunigen, Renate; Kochenderfer-Ladd, Becky; Perren, Sonja; Alsaker, Francoise D. – Journal of School Psychology, 2012
The primary aim of this investigation was to evaluate a model in which children's social behaviors, including prosocial behavior, setting limits, and social withdrawal, were hypothesized to mediate the links between local language competence (LLC) and peer acceptance and victimization. Longitudinal data were collected via teacher and peer reports…
Descriptors: Prosocial Behavior, Structural Equation Models, Peer Relationship, Peer Groups
