LEADER 05402nam 22006371 450 001 9910453702203321 005 20200520144314.0 010 $a1-4625-1159-7 010 $a1-4625-1160-0 035 $a(CKB)2550000001150958 035 $a(EBL)1477269 035 $a(OCoLC)861200241 035 $a(SSID)ssj0001002330 035 $a(PQKBManifestationID)12395206 035 $a(PQKBTitleCode)TC0001002330 035 $a(PQKBWorkID)10996058 035 $a(PQKB)11394175 035 $a(MiAaPQ)EBC1477269 035 $a(Au-PeEL)EBL1477269 035 $a(CaPaEBR)ebr10782585 035 $a(CaONFJC)MIL530164 035 $a(EXLCZ)992550000001150958 100 $a20130529d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPromoting school readiness and early learning $eimplications of developmental research for practice /$fedited by Michel Boivin, Karen L. Bierman 210 1$aNew York :$cThe Guilford Press,$d2014. 215 $a1 online resource (418 p.) 300 $aDescription based upon print version of record. 311 $a1-4625-1145-7 320 $aIncludes bibliographical references and index. 327 $aCover; Half Title Page; Title Page; Copyright Page; About the Editors; Contributors; Preface; Contents; Part I. Setting the Stage: The Importance of School Readiness for School Success; 1. School Readiness: Introduction to a Multifaceted and Developmental Construct; School Readiness and School Achievement; The Relevance of School Readiness for School Achievement and Developmental Health; Interventions to Promote School Readiness and Early Learning; 2. Early Predictors of High School Completion: The Developmental Interplay between Behavior, Motivation, and Academic Performance 327 $aChildren's AbilitiesIndirect Pathways; Directional and Bidirectional Effects; Sex as Possible Moderator and Control Variable; Method; Results; Discussion; 3. Assessing the Predictive Validity and Early Determinants of School Readiness Using a Population-Based Approach; School Readiness and School Achievement Trajectories; Goals of This Chapter; The Predictive Validity of School Readiness Assessment in the QLSCD; Environmental and Genetic Contributions to School Readiness; Family Risk, School Readiness, and School Achievement; Summary and Implications for Policy and Practice 327 $aPart II. Determinants of School Readiness4. A Multilevel Approach to the Examination of Cognitive Skills in School Readiness; Sociodemographic Characteristics of Parents; Neighborhood Factors; Parenting; Previous Adaptation; Risk and Resilience in School Readiness; Research Questions; Method; Data Presentation; Results; Discussion; 5. The Role of Oral Language Development in Promoting School Readiness; Building a Conceptual Model: The Theoretical Framework; Continuities from Oral Language to Reading; The Developmental Story: Why Is There Continuity from Oral Language to Reading? 327 $aDiscontinuities from Oral Language to ReadingThe Role of Other Reading Readiness Skills/Knowledge; The Genetic Liability to Reading; The Role of Family Literacy in Reading Readiness; Implications for the Prevention of Reading Readiness Delays; Conclusion; 6. Early Child Care Experiences and School Readiness; Defining Concepts: Child Care and School Readiness; Does Use of Child Care Services Contribute to Children's Cognitive School Readiness?; Variations in Findings on Child Care and Cognitive Development; Does Quality of Child Care Matter? 327 $aMethodological Problems in Child Care Research and Ways to Address ThemSummary and Conclusion; Services and Policy Implications; Part III. Supporting School Readiness with Evidence-BasedPrograms and Practices; 7. The Role of Language and Literacy Interventions in School Readiness; Theoretical and Empirical Foundations for Early Literacy Interventions; Language- and Vocabulary-Building Interventions; Effective Professional Development for Teachers around Vocabulary; Exceptional Coaching for Early Language and Literacy; Findings from ExCELL; Future Questions to Explore; Summary and Conclusions 327 $a8. Promoting Math Readiness through a Sustainable Prekindergarten Mathematics Intervention 330 $aGrounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions--including programs that target reading and language, math, self-regulation, and social 606 $aReadiness for school 606 $aEducation, Primary 608 $aElectronic books. 615 0$aReadiness for school. 615 0$aEducation, Primary. 676 $a372.21 701 $aBoivin$b Michel$f1953-$0991870 701 $aBierman$b Karen L$0622877 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453702203321 996 $aPromoting school readiness and early learning$92269973 997 $aUNINA