Lori E. Skibbe|Carol McDonald Connor|Frederick J. Morrison|Abigail M. Jewkes
Schooling effects on preschoolers’ self-regulation, early literacy, and language growth
Michigan State University|Florida State University|University of Michigan–Ann Arbor|City University of New York|Hunter College
present study examined influence schooling childrens first second years preschool children experienced different amounts preschool ie one two years essentially chronological age children n 76 tested fall spring school year using measures selfregulation decoding letter knowledge vocabulary using hierarchical linear modeling hlm preschool associated childrens development selfregulation either year decoding letter knowledge children finishing second year preschool higher scores although groups children grew similarly school year thus results suggest first second years preschool systematically associated decoding letter knowledge gains effects cumulative two years predicted greater gains overall one year preschool finally childrens chronological age whether experienced one versus two years preschool predicted childrens vocabulary selfregulation outcomes implications preschool curricula instruction discussed including increasing emphasis literacy learning prior kindergarten entry need address selfregulation development along academic learning