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Child and Informant Influences on Behavioral Ratings of Preschool Children.
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
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Abstract:
Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills. ; Spanish-speaking preschoolers, Academic skills, Executive functions, Inhibitory control, Self-regulation ; P50 HD052120, U01 HD060292 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5432406.
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Keyword:
Academic Performance/statistics & numerical data; Child; Executive Function/physiology; Female; Hispanic Americans/statistics & numerical data; Humans; Inhibition (Psychology); Literacy/statistics & numerical data; Male; Mathematics/statistics & numerical data; Multilingualism; Preschool
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_26631366
https://doi.org/10.1177/0022219415618498
http://diginole.lib.fsu.edu/islandora/object/fsu%3A600772/datastream/TN/view/Inhibitory%20Control%20of%20Spanish-Speaking%20Language-Minority%20Preschool%20Children.jpg
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Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade
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Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools
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Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
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Successful phonological awareness instruction with preschool children: Lessons from the classroom.
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.
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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
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