Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school
By Dorit Aram. 2005
122 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/fb4590835c74de7b052782b98ea8b8fe0ae84494
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Megan M. McClelland
- Hope K. Gerde
- C. Ponitz
- S. Rimm-Kaufman
- Gary E. Bingham
- B. Wasik
- J. Matthews
- S. Calkins
In Education
- Megan M. McClelland
- C. Ponitz
- F. Morrison
- J. Matthews
- S. Rimm-Kaufman
- Timothy W. Curby
- Hope K. Gerde
- Kevin J. Grimm
Citations in the corpus
- A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Considering the importance of kindergarten for multiple developmental outcomes, these results provide initial evidence for the HTKS as a reliable and ecologically valid assessment of behavioral regulation during this time (Aram, 2005; McClelland et al., 2006; Vitaro et al., 2005).”
- Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “We controlled for two important contributors to literacy achievement: children’s prior literacy skills and sociodemographic risk (Aram, 2005; Juel, 1988).”
- Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, unknown): “This holds true across languages (e.g., Blachman, Tangel, Ball, Black, & McGraw, 1999; Bowey, 1995; Bruck, Genesee, & Caravolas, 1997; Byrne & Fielding-Barnsley, 1989; Cardoso-Martins, 1995; de Jong & van der Leij, 1999; Ehri et al., 2001; Muter, Hulme, Snowling, & Taylor, 1998), including Hebrew (e”
- The role of emotion regulation in children's early academic success. (2007, background): “The early childhood years have recently been identified as a crucial period for the development of important executive functions such as attention, inhibition, working memory (Anderson, 2002; Blair, 2002) and literacy skills (Aram, 2005) that are necessary for successful school transition and later ”
- Writing in Early Childhood Classrooms: Guidance for Best Practices (2012, background): “2000), and spelling in second grade (Aram 2005).”