Early identification of learning problems: A meta-analysis.

Abstract

The present study summarized data on the early prediction of learning problems by conducting a meta-analysis on 58 studies that reported correlations between measures administered in kindergarten or first grade and reading achievement later in elementary school. Results indicate a good deal of overlap in the distributions of the various predictor-criterion correlations. The best single predictors of achievement during the elementary school years were attention-distractibitity, internalizing behavior problems, and language variables. Measures less directly related to reading skills, such as sensory tasks and "soft" neurological indicators, were generally weaker predictors of achievement.

The role of emotion regulation in children's early academic success

“…Children demonstrating early academic and learning difficulties are not only more likely to display later academic difficulties including school drop-out (Horn & Packard, 1985), but they are also at risk for developing later peer rejection (Ladd, 1990;Risi, Gerhardstein, & Kistner, 2003) as well as emotional and behavioral disorders including conduct disorder (Bennett, Brown, Boyle, Racine, & Offord, 2003; Moffit, Gabrielli, Mednick, & Schulsinger, 1981). Given these negative outcomes as well as the consistent finding that academic success tends to be stable after first grade (Entwisle & Hayduk, 1988), researchers have attempted to examine sociocultural, school, family, and individual factors that contribute to a child's early school Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication.…”

“…Among the individual factors associated with academic success, most research has focused on anxiety (Ashcraft, 2002;Eady, 1999;Normandeau & Guay, 1998;Strauss, Frame, & Forehand, 1987), aggression (Farmer, Bierman, & Conduct Problems Prevention Research Group, 2002;Wentzel, 1993), verbal abilities (Kastner, May, & Hildman, 2001, and intelligence (Lassiter & Bardos, 1995; Lynam, Moffit, & Stouthamer-Loeber, 1993). Because of the co-occurrence of children's emotional and behavioral difficulties and academic difficulties (Dodge & Petit, 2003;Horn & Packard, 1985), one additional factor that is important to investigate is emotion regulation.…”

“…Among the individual factors associated with academic success, most research has focused on anxiety (Ashcraft, 2002;Eady, 1999;Normandeau & Guay, 1998;Strauss, Frame, & Forehand, 1987), aggression (Farmer, Bierman, & Conduct Problems Prevention Research Group, 2002;Wentzel, 1993), verbal abilities (Kastner, May, & Hildman, 2001, and intelligence (Lassiter & Bardos, 1995; Lynam, Moffit, & Stouthamer-Loeber, 1993). Because of the co-occurrence of children's emotional and behavioral difficulties and academic difficulties (Dodge & Petit, 2003;Horn & Packard, 1985), one additional factor that is important to investigate is emotion regulation.Although definitions vary, most researchers agree that emotion regulation involves efforts to modulate emotional arousal in a way that facilitates adaptive functioning (Calkins, 1997;Garber & Dodge, 1991;Keenan & Shaw, 2003). Adaptive functioning refers to numerous global positive outcomes including normative social, cognitive, and language development as well as the ability to cope with daily living tasks and environmental changes (Kamphaus, 1987).…”

Attention and intelligence: The validity of the Star Counting Test.

“…Attention and intelligence are important determinants of school achievement (Fraser, Walberg, Welch, & Hattie, 1987;Horn & Packard, 1985;Rowe, 1991). During this century, correlational studies have provided considerable insight into the structure of intelligence (e.g., Carroll, 1993).…”

Short-term trends in Dutch children‘s attention problems

“…A negative relationship has usually been found between attention problems and school achievement (6,18,34). Children with attention problems can be an extra burden in teachers' classroom management and possibly as a consequence these children are referred more often to special education services and mental health services (7,36).…”