Early Feelings about School and Later Academic Outcomes of Children with Special Needs Living in Poverty

Autor/inn/en	Hauser-Cram, Penny; Durand, Tina M.; Warfield, Marji Erickson
Titel	Early Feelings about School and Later Academic Outcomes of Children with Special Needs Living in Poverty
Quelle	In: Early Childhood Research Quarterly, 22 (2007) 2, S.161-172 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2007.02.001
Schlagwörter	Poverty; Student Attitudes; Individualized Education Programs; Young Children; Receptive Language; Mathematics Skills; Grade 5; Literacy; Grade 1; Special Needs Students; Academic Achievement; Disadvantaged Youth; Kindergarten; Reading Skills + Suchen Sie Ihr Suchwort? Armut; Schülerverhalten; Individualized education program; Individualisierendes Lernen; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Sonderpädagogischer Förderbedarf; Schulleistung; Benachteiligter Jugendlicher; Reading skill; Lesefertigkeit
Abstract	In this investigation we examined the relation of children's reported feelings about school during kindergarten or first grade to their academic achievement at the end of fifth grade. Participants were children (N=103) who lived in poverty during early childhood and who were placed on individualized education programs (IEPs) during their elementary school years. Results indicated that early feelings about school predicted fifth-grade outcomes above and beyond predictions based on an assessment of receptive language at age 5. Specifically, general positive feelings about school predicted higher fifth-grade literacy skills whereas feelings of greater competence in academics predicted higher fifth-grade math skills. The findings have implications for interventions with young children who have special learning needs, live in poverty, and report early ambivalent or negative feelings about school. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10