Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts.
One year after participating in the Research-based, Developmentally Informed ( REDI) intervention or 'usual practice' Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M = 4.59 years at initial assessment) were assessed. In addition, the...
| Publicado en: | Child Development Vol. 85; no. 1; pp. 140 - 160 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
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Oxford University Press / USA
Jan/Feb2014
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=94253887&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 94253887 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: Y pubinfo: dt: Jan/Feb2014 vid: 85 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 94253887 10.1111/cdev.12117 ppf: 140 ppct: 20 formats: tig: atl: Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts. aug: au: Bierman, Karen L. Nix, Robert L. Heinrichs, Brenda S. Domitrovich, Celene E. Gest, Scott D. Welsh, Janet A. Gill, Sukhdeep affil: The Pennsylvania State University su: Head Start programs Kindergarten Early intervention (Education) Teacher-student relationships Social skills in children Student engagement Reading (Kindergarten) Multilevel models Phonological awareness Problem solving in children Achievement gap sug: subj: Head Start programs Kindergarten Early intervention (Education) Teacher-student relationships Social skills in children Student engagement Child Day Care Services Elementary and Secondary Schools Reading (Kindergarten) Multilevel models Phonological awareness Problem solving in children Achievement gap ab: One year after participating in the Research-based, Developmentally Informed ( REDI) intervention or 'usual practice' Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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