Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

Abstract

Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro & R. C. Pianta, 2000), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed.

Notes

Note. Total N = 6,985–9,796.

^a A Wald chi-square test for independence (accounting for survey complexity) indicated that the proportion of minority (non-White) versus White children differed significantly across kindergarten reading/social skills subgroups, adjusted Wald, F(8, 9453) = 17.91, adjusted p < .0001.

^b A Wald chi-square test for independence (accounting for survey complexity) indicated that the proportion of male versus female children differed significantly across kindergarten reading/social skills subgroups, adjusted Wald, F(8, 9465) = 8.29, adjusted p < .0001.

^c Weighted mean annual income differed significantly across kindergarten reading/social skills subgroups (p < .0001).

^a Pairwise differences within kindergarten reading level indicated the following: a = mean level of fifth-grade outcome significantly different between subgroups with low and high kindergarten social skills, b = mean level of fifth-grade outcome significantly different between subgroups with low and average kindergarten social skills, and c = mean level of fifth-grade outcome significantly different between subgroups with average and high kindergarten social skills.

^b N = 6,632.

^c N = 6,636.

†p = .05. *p < .05. **p < .01.