Children at risk for early academic problems: the role of learning-related social skills

By Megan M. McClelland, F. Morrison, D. Holmes. 2000

865 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/835726aff977eee484155d58cb1c7b53104e2b7f

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In Clinical Psychology

In Education

Citations in the corpus

Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children (2011, background): “Research has shown that preschool and early elementary school children with positive approaches to learning have higher school readiness and achievement outcomes than children with poor approaches to learning (Fantuzzo, Perry, & McDermott, 2004 ; McClelland, Morrison, & Holmes, 2000 ; McWayne, Fan”
Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement (2005, background): “These results are suggestive of compensatory processes, one that acknowledges there is more than one route to successful, or at least adequate, educational outcome (as measured by performance on standardized achievement tests) among typically developing children (McClelland et al., 2000).”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “…on Self-Regulation Development Demographic risk, such as poverty, can have negative consequences for a range of developmental outcomes (Duncan & Magnuson, 2005; Evans & Rosenbaum, 2008; Komro et al., 2011; McClelland et al., 2000; Mistry et al., 2010; Sektnan, McClelland, Acock, & Morrison, 2010).”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “For example, McClelland, Morrison, and Holmes (2000) have described learning-related social skills, which blend various components of socioemotional competencies; Espy et al. (2004) argued that executive functioning and mathematics are interrelated; Ladd, Birch, and Buhs (1999) linked a range of…”
The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways. (2014, background): “…in preschool are positively associated with better language skills in both preschool and elementary school (Gathercole & Pickering, 2000; Gathercole, Pickering, Knight, & Stegmann, 2004; Howse et al., 2003; Lehto, 1995; McClelland et al., 2000, 2007; Ponitz, McClelland, Matthews, & Morrison, 2009).”
Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children (2007, background): “For example, self-regulation and prosocial behavior are associated with higher early numeracy and literacy skills upon school entry and beyond (McClelland et al., 2000; Teo et al., 1996).”
School readiness and later achievement. (2007, background): “Other studies have shown that attention skills have important associations with school success, independent of cognitive and/or language ability (Alexander et al., 1993; Howse et al., 2003; McClelland et al., 2000; Yen et al., 2004), but few of these studies have controlled for prior levels of acade”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Aspects of early behavioral engagement have been associated with reading achievement in kindergarten, and beyond, into sixth grade (McClelland et al., 2000, 2006).”
The emergence of learning-related social skills in preschool children (2003, methodology): “This suggests that while many children were rated as having high levels of learning-related skills, some children were rated as having lower levels of learning-related skills, which have been related to early school success (Cooper & Farran, 1988; McClelland et al., 2000).”
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. (2007, background): “prekindergarten behavioral regulation is another critical component of assessing school readiness and should be included in measures that gauge preparedness for kindergarten and early school success (Blair, 2002; McClelland et al., 2000; Raver, 2002; Raver & Zigler, 2004).”