Cargando…

Factor structure of school readiness skills: conceptual vs. statistical distinctions

INTRODUCTION: School readiness skills are a broad set of abilities that children develop in early childhood that support achievement once they enter formal schooling. Three components of school readiness skills are of focus in the current study: executive function (EF), language/literacy, and mathem...

Descripción completa

Detalles Bibliográficos
Autores principales:	Duncan, Robert J., Anderson, Kirsten L., Finders, Jennifer K., Purpura, David J., Schmitt, Sara A.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2023
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10363606/ https://www.ncbi.nlm.nih.gov/pubmed/37492444 http://dx.doi.org/10.3389/fpsyg.2023.962651

Ejemplares similares

Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes
por: Finders, Jennifer K., et al.
Publicado: (2021)

Construct-Specific and Timing-Specific Aspects of the Home Environment for Children’s School Readiness
por: King, Yemimah A., et al.
Publicado: (2020)

Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence
por: Korucu, Irem, et al.
Publicado: (2022)

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills
por: Marti, Maria, et al.
Publicado: (2018)

Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds
por: McClelland, Megan M., et al.
Publicado: (2019)

The roles of shared vs. distinctive conceptual features in lexical access
por: Vieth, Harrison E., et al.
Publicado: (2014)

Early childhood education language environments: considerations for research and practice
por: Finders, Jennifer, et al.
Publicado: (2023)

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
por: Kamphorst, Erica, et al.
Publicado: (2021)

Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills
por: Purpura, David J., et al.
Publicado: (2020)

Assessing Mathematical School Readiness
por: Mejias, Sandrine, et al.
Publicado: (2019)

Can the humped animal's knee conceal its name? Commentary on: “The roles of shared vs. distinctive conceptual features in lexical access”
por: Montefinese, Maria, et al.
Publicado: (2015)

Recall Accuracy in Children: Age vs. Conceptual Thinking
por: Murnikov, Valeri, et al.
Publicado: (2021)

Shooter ready? Integrating mental skills training in an advanced sniper course
por: Ytterbøl, Christian, et al.
Publicado: (2023)

Temperament and School Readiness – A Literature Review
por: Potmesilova, Petra, et al.
Publicado: (2021)

Developing Future-Ready University Graduates: Nurturing Wellbeing and Life Skills as Well as Academic Talent
por: Gan, Tzyy Yang, et al.
Publicado: (2022)

Specificity vs. Generalizability: Emergence of Especial Skills in Classical Archery
por: Czyż, Stanisław H., et al.
Publicado: (2016)

Predicting school readiness program implementation in community-based childcare centers
por: Hunter, Leah J., et al.
Publicado: (2022)

The conceptual/procedural distinction belongs to strategies, not tasks: A comment on Gabriel et al. (2013)
por: Faulkenberry, Thomas J.
Publicado: (2013)

A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
por: Zhou, Xiuqin
Publicado: (2023)

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review
por: Shayo, Happy Joseph, et al.
Publicado: (2021)

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students
por: Wawrzyniak, Sara, et al.
Publicado: (2021)

COVID-19: Are School Counseling Services Ready? Students' Psychological Symptoms, School Counselors' Views, and Solutions
por: Karaman, Mehmet Akif, et al.
Publicado: (2021)

Crucial Dimensions of Human Altruism. Affective vs. Conceptual Factors Leading to Helping or Reinforcing Others
por: Szuster, Anna
Publicado: (2016)

The Effects of TIME-IN on Emotion Regulation, Externalizing, and Internalizing Problems in Promoting School Readiness
por: Weymeis, Henk, et al.
Publicado: (2021)

An Online Career Intervention for Promoting Chinese High School Students’ Career Readiness
por: Chen, Shi, et al.
Publicado: (2022)

Metabolic vs. hedonic obesity: a conceptual distinction and its clinical implications
por: Yu, Y‐H., et al.
Publicado: (2015)

Neural Entrainment vs. Stimulus-Tracking: A Conceptual Challenge for Rhythmic Perceptual Stimulation in Developmental Neuroscience
por: Bánki, Anna, et al.
Publicado: (2022)

Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience
por: Sidneva, Anastasia
Publicado: (2020)

Behavioral Skills Training in Portuguese Children With School Failure Problems
por: Galindo, Edgar, et al.
Publicado: (2018)

Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills
por: Wenz-Gross, Melodie, et al.
Publicado: (2018)

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function
por: Perry, Rosemarie E., et al.
Publicado: (2018)

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective
por: Luo, Rufan, et al.
Publicado: (2021)

Mental Barriers and Links Connecting People of Different Cultures: Experiential vs. Conceptual Bases of Different Types of the WE-Concepts
por: Jarymowicz, Maria
Publicado: (2015)

The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design
por: Kim, Matthew H., et al.
Publicado: (2021)

Corrigendum: Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions
por: Devlin, Brianna L., et al.
Publicado: (2023)

Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions
por: Devlin, Brianna L., et al.
Publicado: (2023)

Visual crowding illustrates the inadequacy of local vs. global and feedforward vs. feedback distinctions in modeling visual perception
por: Clarke, Aaron M., et al.
Publicado: (2014)

Nature exposure might be the intervention to improve the self-regulation and skilled performance in mentally fatigue athletes: A narrative review and conceptual framework
por: Sun, He, et al.
Publicado: (2022)

Being moved: linguistic representation and conceptual structure
por: Kuehnast, Milena, et al.
Publicado: (2014)

Relationship between children’s skills in school subject learning and athletic ability
por: Ito, Syuro
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_jg9h2n3sa7l1e67av38vs2a0m3