{"title":"贫困儿童入学准备早期指标的结构模型","authors":"Dominic F. Gullo","doi":"10.1080/10796126.2017.1401899","DOIUrl":null,"url":null,"abstract":"ABSTRACT Factors that affect children’s school readiness potential are evident even from birth. Structural equation modeling was used to test the hypotheses that certain factors related to gender, approaches to learning, age at school entry, family income, and the health status of the child at birth have an effect on low-socioeconomic status (SES) children’s readiness for school. Data from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) was used to test the hypotheses. Included in the sample were 1700 children of diverse racial/ethnic backgrounds. All the children were in the lowest SES quintile of the children making up the ECLS-B cohort. The hypothesized model suggested that there were both direct and indirect influences on children’s school readiness performance. Potential risk factors and implications for ameliorating negative influences were identified.","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2017.1401899","citationCount":"16","resultStr":"{\"title\":\"A structural model of early indicators of school readiness among children of poverty\",\"authors\":\"Dominic F. Gullo\",\"doi\":\"10.1080/10796126.2017.1401899\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Factors that affect children’s school readiness potential are evident even from birth. Structural equation modeling was used to test the hypotheses that certain factors related to gender, approaches to learning, age at school entry, family income, and the health status of the child at birth have an effect on low-socioeconomic status (SES) children’s readiness for school. Data from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) was used to test the hypotheses. Included in the sample were 1700 children of diverse racial/ethnic backgrounds. All the children were in the lowest SES quintile of the children making up the ECLS-B cohort. The hypothesized model suggested that there were both direct and indirect influences on children’s school readiness performance. Potential risk factors and implications for ameliorating negative influences were identified.\",\"PeriodicalId\":35244,\"journal\":{\"name\":\"Journal of Children and Poverty\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10796126.2017.1401899\",\"citationCount\":\"16\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Children and Poverty\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10796126.2017.1401899\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Children and Poverty","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10796126.2017.1401899","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
A structural model of early indicators of school readiness among children of poverty
ABSTRACT Factors that affect children’s school readiness potential are evident even from birth. Structural equation modeling was used to test the hypotheses that certain factors related to gender, approaches to learning, age at school entry, family income, and the health status of the child at birth have an effect on low-socioeconomic status (SES) children’s readiness for school. Data from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) was used to test the hypotheses. Included in the sample were 1700 children of diverse racial/ethnic backgrounds. All the children were in the lowest SES quintile of the children making up the ECLS-B cohort. The hypothesized model suggested that there were both direct and indirect influences on children’s school readiness performance. Potential risk factors and implications for ameliorating negative influences were identified.