Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement

By Timothy R. Konold, Robert C. Pianta. 2005

149 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/756478261ae9fd4d8961392f244da61f378873c9

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Early childhood social and emotional development: Advancing the field of measurement (2016, background): “…caregivers as well as interactions with other children and adults early in life set the stage for future academic and personal outcomes, and undergird other areas of development (Denham, 2006; Denham & Brown, 2010; Konold & Pianta, 2005; National Research Council & Institute of Medicine, 2000).”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, background): “Most current efforts to enhance the impact of prekindergarten education on school readiness for economically disadvantaged children have focused on improving domain-specific instruction to foster the acquisition of emergent literacy and numeracy skills (Konold & Pianta, 2005).”
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, unknown): “…together to form commonly occurring patterns or readiness profiles and how these profiles are related to children’s later academic and social outcomes (Hair et al., 2006; Halle, Hair, Wandner, & Chien, 2012; Konold & Pianta, 2005; McWayne, Hahs-Vaughn, Cheung, & Wright, 2012; Sabol & Pianta, 2012).”
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “…academic, cognitive, social, and behavioral skills and later academic and social competence are more complex than originally thought (Bierman et al., 2008; Hair, Halle, Terry-Humen, Lavelle, & Calkins, 2006; Konold & Pianta, 2005; McWayne, Cheung, Wright, & Hahs-Vaughn, 2012; Sabol & Pianta, 2012).”
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade (2006, methodology): “In addition Konold and Pianta (2005) only examined one achievement outcome and did not examine multiple cognitive and social school readiness outcomes.”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Research also indicates that, when considered separately, attention and related skills are more predictive of later achievement than more general problem behaviours (Barriga et al., 2002; Hinshaw, 1992; Konold and Pianta, 2005; Ladd et al., 1999; Normandeau, 1998; Trzesniewski et al., 2006).”