Predicting Children's Competence in the Early School Years: A Meta-Analytic Review

By Karen M. La Paro, Robert C. Pianta. 2000

618 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c221fa42f1f92f67e3d162edc7e8f4894f0aae3d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschool Teacher Attachment, School Readiness and Risk of Learning Difficulties. (2013, background): “Two eta-analyses have emphasized the relationship between cogniive skills and social skills in the school success of preschoolers and indergarteners (Duncan et al., 2007; La Paro & Pianta, 2000).”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “The key domains of SEC, such as social behavior, adaptive behavior, selfregulation, and interpersonal relationships, are associatedwith school adaptation and long-term adjustment (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; La Paro & Pianta, 2000).”
Early Child Care and Children’s Development in the Primary Grades: Follow-Up Results From the NICHD Study of Early Child Care (2005, result): “…is supported by findings demonstrating relatively low stability of achievement and social performance from prekindergarten through Grade 2 (La Paro & Pianta, 2001), with average stability coefficients for achievement of approximately .30 and average coefficients for social/behavioral…”
Examining the Relations Between Executive Function, Math, and Literacy During the Transition to Kindergarten: A Multi-Analytic Approach (2017, background): “…literacy (e.g., National Early Literacy Panel, 2008; Whitehurst & Lonigan, 1998) and math skills (e.g., National Mathematics Advisory Panel, 2008), and it is well known that early academic skills are precursors to later academic success (e.g., La Paro & Pianta, 2000; Stevenson & Newman, 1986).”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, background): “In a comprehensive meta-analysis, LaParo and Pianta (2000) demonstrated that most individual measurements of specific cognitive skills before school entry contribute relatively little to the variance in academic achievement several years later.”
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “…additional evidence that children’s skills, measured as early as the beginning of kindergarten, are significantly associated with later academic success, even after one accounts for gender, minority status, household income, and current social skills (Duncan et al., 2007; La Paro & Pianta, 2000).”
Parental involvement and children's readiness for school in China (2011, background): “2006 ; La Paro and Pianta 2000 ; Pelletier and Brent 2002 ).”
Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement (2005, methodology): “These increments in explained variance are consistent with the low to moderate effect sizes reported for tests in these same domains when predicting elementary school functioning (La Paro & Pianta, 2001).”
Predicting Early School Achievement With the EDI: A Longitudinal Population-Based Study (2007, methodology): “Rather, current views of early development and education emphasize a more general, transactional, and process-oriented conception of school readiness as the product of the interaction between child skills, support provided by the family environment, and the resources from the community ( La Paro & P”
Achievement Gaps and Correlates of Early Mathematics Achievement: Evidence from the ECLS K-First Grade Sample (2005, background): “A fairly recent meta-analysis of 60 studies determined that cognitive and social skills measured in late preschool years were predictive of performance in the same domains in the early school years (Laparo & Pianta, 2000).”
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade (2006, background): “Less research has been conducted on early social and emotional development and its prediction to later academic outcomes and school adjustment (La Paro & Pianta, 2000; Tramontana, Hooper, & Selzer, 1988).”
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, positive): “Research evidence has also suggested school readiness elements alone (Duncan et al., 2007; La Paro & Pianta, 2000), and combined (Quirk et al., 2011), are significant predictors of children’s subsequent academic achievement.”
Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, background): “Social-emotional competence has been recognized as critical for children’s early school adjustment and readiness for school (La Paro & Pianta, 2000; McClelland, Morrison, & Holmes, 2000; Raver & Knitzer, 2002).”
Profiles of Educational Quality in First Grade (2009, background): “This is particularly true for young children, whose performance on such tests is unstable and situationally influenced (Kim & Suen, 2003; La Paro & Pianta, 2001).”
Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences (2006, background): “However, on an individual basis academic and cognitive outcomes are marked by instability during this developmental period and therefore appear quite amenable to influence by concurrent change agents ( LaParo & Pianta, 2001 ).”