Children's Reading and Mathematics Achievement in Kindergarten and First Grade

Denton, Kristin; West, Jerry

doi:10.1037/e492182006-005

Cited by 216 publications

(241 citation statements)

References 2 publications

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“…7 The raw data suggest that among immigrants, children who did not pass OLDS by first grade had different attributes (e.g., more likely to speak non-English language at home, to have more children under age 18 and more adults over age 18 living at home, to be poorer and have lower socioeconomic status, to be less likely to have attended center-based care before kindergarten, and to have mothers who were younger and had less education) from those who either passed OLDS or who were proficient in English at the start of kindergarten. However, in an ECLS-K report (Denton & West, 2002), no significant reading t score differences were found between the children who were assessed in English at all time points and the total sample, including those who were screened into the English assessment over time.…”

Section: Academic Achievementmentioning

confidence: 99%

The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

110

106

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Data from approximately 14,000 children in the Early Childhood Longitudinal Survey-Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants.

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Section: Academic Achievementmentioning

confidence: 99%

The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

110

106

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“…The relationships between the resources children possessed at kindergarten entry and their reading and mathematics performance in the spring of first grade remained significant after controlling for the influence of children's poverty status and their race/ethnicity. 17 When these children were evaluated after 4 years of education, in the spring of third grade, children with more family risk factors (eg, living below the poverty level, primary language spoken in the home was not English, mother had not completed high school, and single-parent home) demonstrated lower mean achievement scores in reading, mathematics, and science. Over that time, children with more family risk factors made smaller gains in math and reading, so that the achievement gaps between disadvantaged and more-advantaged children grew wider over the first 4 years of school.…”

Section: How Ready Are Us Children As They Enter Kindergarten?mentioning

confidence: 99%

School Readiness

High¹

2008

Pediatrics

203

105

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School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to be ready for all children at all levels of readiness. Children's readiness for kindergarten should become an outcome measure for community-based programs, rather than an exclusion criterion at the beginning of the formal educational experience. Our new knowledge of early brain and child development has revealed that modifiable factors in a child's early experience can greatly affect that child's learning trajectory. Many US children enter kindergarten with limitations in their social, emotional, cognitive, and physical development that might have been significantly diminished or eliminated through early identification of and attention to child and family needs. Pediatricians have a role in promoting school readiness for all children, beginning at

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“…In early years, gaining mathematics knowledge for children has been influencing school success in the following years (Denton and West, 2002;Griffin and Case, 1997). The effects of mathematical experience provided to children by preschool are also important when the positive effects of environment provided to children in the early years on cognitive development are taken into account (Klibanoff, Levine, Huttenlocher, Vasilyeva, and Hedges, 2006).…”

Section: Introductionmentioning

confidence: 99%

Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik içerik bilgileri arasındaki ilişki

Parpucu¹,

Erdoğan²

2017

J Early Child Stu

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Bu araştırmanın amacı okul öncesi öğretmenlerinin pedagojik matematik içerik bilgileri ile sınıf içi uygulamalarında kullandıkları matematik dili arasındaki ilişkiyi tespit etmektir. Araştırmanın örneklemini, Eskişehir ilinde İl Milli Eğitim Müdürlüğüne bağlı anaokullarından uygun örnekleme yöntemiyle seçilmiş iki bağımsız anaokulundaki 21 öğretmen oluşturmaktadır. Öğretmenin sınıf içinde matematik dilini kullanma sıklığını belirlemek için Klibanoff ve diğerlerinin (2006) kategorileri kullanılmıştır. Ardından veri toplama aracı olarak “Okul Öncesi Matematiksel Pedagojik İçerik Bilgisi (OMPİB) Ölçme Aracı” kullanılmıştır. Elde edilen veriler frekans, parametrik olmayan testlerden Kruskal Wallis Testi ve Sperman Korelasyon Testi ile analiz edilmiştir. Araştırma sonucunda öğretmenlerin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik puanları arasında anlamlı olmayan düşük bir ilişki olduğu sonucuna ulaşılmıştır. Öğretmenlerin pedagojik matematik puanları ve matematik dilini kullanma sıklıklarının mesleki deneyimlerine göre değişmediği bulunmuştur. Ayrıca öğretmenlerin daha çok sayma ve sayı sembollerine ilişkin matematik dili kullanmayı tercih ederken, hesaplamaya yönelik matematiksel dilin kullanılmadığı görülmüştür. Öğretmenlerin deneyim yıllarına göre sınıf içinde matematik dilini ilk yıllarda az, 6-10 yıllar arasında daha çok kullanıldığı ve ilerleyen yıllarda yeniden bu kullanımın azaldığı bulunmuştur. Anahtar Kelimeler: Okul öncesi Eğitim, Matematik eğitimi, Matematik dili, Pedagojik matematik içerik bilgisi, Öğretmen

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Children's Reading and Mathematics Achievement in Kindergarten and First Grade

Cited by 216 publications

References 2 publications

The academic trajectories of children of immigrants and their school environments.

The academic trajectories of children of immigrants and their school environments.

School Readiness

Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik içerik bilgileri arasındaki ilişki

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