Terri J. Sabol|Natalie L. Bohlmann|Jason T. Downer
Low?Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
Montana State University|University of Virginia
study examined whether childrens observed individual engagement teachers peers tasks related school readiness controlling observed preschool classroom quality childrens baseline skills sample included 211 predominately lowincome raciallyethnically diverse 4yearold children 49 preschool classrooms one mediumsized us city results indicated childrens positive engagement teachers related improved literacy skills b peers related improved language selfregulatory skills c tasks related closer relationships teachers childrens negative engagement associated lower language literacy selfregulatory skills conflict closeness teachers effect sizes small medium magnitude expected relations positive engagement school readiness found