Citation

Raver CC, Jones SM, Li-Grining C, Zhai F, Bub K, Pressler E. Child Dev. 2011; 82(1): 362-378.

Affiliation

New York University Harvard University Loyola University Chicago Stony Brook University Auburn University The Penn State University.

Copyright

(Copyright © 2011, John Wiley and Sons)

DOI

10.1111/j.1467-8624.2010.01561.x

PMID

21291447

Abstract

Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.

Language: en