Laura Patricia Arellano-Gómez, Clío Chávez-Palencia, César Octavio Ramos-García, Roberto Paulo Orozco-Hernández, Salvador Iván Rodríguez-Preciado, Héctor Ochoa-González, Nydia Balderas-Arteaga, Alejandra González-Rocha, Edgar Denova-Gutiérrez
Participatory intervention to improve nutrition and physical activity of school-age children in Mexico
Contemporary clinical trials
early executive function ef skills reliably predict school readiness future academic success childrens skills undergo rapid development transition formal schooling remains unclear extent schooling exerts unique influence accelerated development ef academic skills early years schooling present study quasiexperimental technique known school cutoff design used examine whether sameaged children made vs missed age cutoff school entry significantly differed ef reading math outcomes data 166 prek kindergarten first grade children range 375758 years 92 girls longitudinal study literacy development analyzed children assessed ef reading math skills fall spring results revealed unique effects kindergarten first grade growth ef reading effect age schooling unrelated growth math kindergarten represents first year elementary school childrens first exposure formal schooling environment kindergarten schooling may uniquely positioned produce greater gains academic behavioral outcomes compared grades