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…

Early number sense knowledge is highly predictive of later math achievement (Herbers et al., in press; Jordan, Kaplan, Ramineni, & Locuniak, 2009; Obradovic i et al., 2009). However, research suggests that variables beyond number competencies contribute to students' mathematics achievement, most notably, executive function (Blair & Razza,…

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…

We examined the degree to which child, family, and treatment variables predicted treatment outcomes for reading and math achievement and oppositional behavior in a sample of 135 young children (105 boys and 30 girls). All of the participants met "Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision"…

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…