Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach
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| Title: | Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach |
|---|---|
| Language: | English |
| Authors: | Xumei Fan (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(7):2421-2435. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Administration for Children and Families (ACF) (DHHS) |
| Contract Number: | 90TP00800200 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | School Readiness, Kindergarten, Early Childhood Education, Preschool Children, Emergent Literacy, Mathematics Skills, Social Emotional Learning, Family Influence, Family Involvement, Transitional Programs, Access to Education |
| DOI: | 10.1007/s10643-024-01744-3 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Kindergarten readiness plays a very important role in children's later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in the southeastern United States were analyzed. Participation in a kindergarten transition program, attendance in a Pre-K program, and family engagement were positively associated with children's readiness in all three domains. Interaction effects between school-level factors (i.e., poverty, ranking) and child-level factors (i.e., Pre-K program attendance) on children's performance in early literacy skills were identified. The findings can be used to inform the design and implementation of transition programs as well as policymaking in early education and development. We recommend that policymakers should consider targeting resources to rural, high-poverty, and underinvested communities to promote equitable access to high-quality programs that support children and their families. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483145 |
| Database: | ERIC |
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| Abstract: | Kindergarten readiness plays a very important role in children's later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in the southeastern United States were analyzed. Participation in a kindergarten transition program, attendance in a Pre-K program, and family engagement were positively associated with children's readiness in all three domains. Interaction effects between school-level factors (i.e., poverty, ranking) and child-level factors (i.e., Pre-K program attendance) on children's performance in early literacy skills were identified. The findings can be used to inform the design and implementation of transition programs as well as policymaking in early education and development. We recommend that policymakers should consider targeting resources to rural, high-poverty, and underinvested communities to promote equitable access to high-quality programs that support children and their families. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01744-3 |
