Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data-Reference-Cited by-同舟云学术

Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

Published:2021-01-01 Issue:7 Volume:32 Page:994-1015
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Kehoe Karen F.¹^ORCID,McGinty Anita S.²,Williford Amanda P.³^ORCID,Whittaker Jessica V.⁴^ORCID

Affiliation:

1. Department of Educational Leadership and Foundations, University of Virginia School of Education and Human Development, Charlottesville, VA, USA

2. Research Associate Professor, Department of Curriculum, Instruction, and Special Education / Director of PALS, University of Virginia School of Education and Human Development, Charlottesville, VA, USA

3. Research Associate Professor, Department of Educational Leadership and Foundations / Center for the Advanced Study of Teaching and Learning, University of Virginia School of Education and Human Development, Charlottesville, VA, USA

4. Research Associate Professor, Center for the Advanced Study of Teaching and Learning, University of Virginia School of Education and Human Development, Charlottesville, VA, USA

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2020.1857540

Reference153 articles.

1. Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

2. Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

3. Predicting early school success with developmental and social skills screeners

4. Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency

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