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

Terri J. Sabol*, Robert C. Pianta

*Corresponding author for this work

Research output: Contribution to journalArticle

84 Scopus citations

Abstract

A person-oriented approach examined patterns of functioning in social and executive function domains at 54months 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 54months 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.

Original languageEnglish (US)
Pages (from-to)282-299
Number of pages18
JournalChild development
Volume83
Issue number1
DOIs
StatePublished - Jan 1 2012

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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