KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS-LAGGED PATH MODEL FOR AT-RISK LEARNERS

Cristin M. Hall; Janet A. Welsh; Karen L. Bierman; Robert Nix

doi:10.1002/pits.21939

KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS-LAGGED PATH MODEL FOR AT-RISK LEARNERS

Cristin M. Hall, Janet A. Welsh, Karen L. Bierman, Robert Nix

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross-lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.

Original language	English (US)
Pages (from-to)	751-759
Number of pages	9
Journal	Psychology in the Schools
Volume	53
Issue number	7
DOIs	https://doi.org/10.1002/pits.21939
State	Published - Aug 1 2016

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology

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abstract = "The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross-lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.",

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AU - Bierman, Karen L.

AU - Nix, Robert

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AB - The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross-lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.

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KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS-LAGGED PATH MODEL FOR AT-RISK LEARNERS

Abstract

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