The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of student’s incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.
For many adults, the risk of atherosclerosis can be reduced by intervention and treatment of known risk factors. Direct proof that similar intervention will be effective in children is not available. However, evidence suggests that prevention beginning in childhood will lead to a decrease in incidence of heart disease later in life. The majority of families are eager to take steps to prevent heart disease in their children, especially if there is a family history of early heart disease. It is the role of the pediatrician to identify those children at risk for early heart disease and to initiate advice on reducing risk factors.
The Predictive role of Cognitive Factors and Academic Self-efficacy on Academic Functioning of Children at Risk for Specific Learning Disabilities