Psychological and Demographic Correlates of Early Academic Skill Development among American Indian and Alaska Native Youth: A Growth Modeling Study

Autor/inn/en	Marks, Amy Kerivan; Coll, Cynthia Garcia
Titel	Psychological and Demographic Correlates of Early Academic Skill Development among American Indian and Alaska Native Youth: A Growth Modeling Study
Quelle	In: Developmental Psychology, 43 (2007) 3, S.663-674 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Skill Development; Kindergarten; Cognitive Tests; Thinking Skills; American Indians; Alaska Natives; Academic Achievement; Academic Ability; Poverty; Parent Background; Educational Attainment; Rural Areas; Childhood Attitudes; Profiles; School Readiness + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Kognitiver Fähigkeitstest; Denkfähigkeit; American Indian; Indianer; Inuit; Schulleistung; Armut; Elternhaus; Bildungsabschluss; Bildungsgut; Rural area; Ländlicher Raum; Charakterisierung; Profilanalyse; Readiness for school; School ability; Schulreife
Abstract	Research regarding the development of early academic skills among American Indian and Alaska Native (AIAN) students has been very limited to date. Using a nationally representative sample of AIAN, Hispanic, African American, and White children at school entry, the authors used latent growth models to estimate the associations among poverty, low parental education, living in a rural location, as well as child attitudes toward learning and internalizing/externalizing behaviors, with mathematical and reading cognitive skill development across the 1st 4 years of school. Results indicate that AIAN children entered kindergarten with scores on both mathematical and reading cognitive tests that were comparable to their peers from other ethnic groups of color. Importantly, all children who entered kindergarten with lower cognitive skill scores also acquired skills more slowly over the next 4 years. Having a positive approach to learning at the start of kindergarten was associated with cognitive skill levels at school entry nearly 1 standard deviation above the population average. Results are discussed with reference to the shared early educational profiles observed between AIAN and other children of color. These findings provide a much-needed update regarding early academic development among AIAN children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10