References
- Abenavoli, R.M., Greenberg, M.T., & Bierman, K.L. (2017). Identification and validation of school readiness profiles among high-risk kindergarteners. Early Childhood Research Quarterly, 38, 33–43.https://doi.org/10.1016/j.ecresq.2016.09.001
- Ackerman, D. J. (2018a). Comparing the potential utility of kindergarten entry assessments to provide evidence of english learners’ knowledge and skills. ETS Research Report Series, 2018(1), 1–26. https://doi.org/10.1002/ets2.12224
- Ackerman, D. J. (2018b). Real world compromises: policy and practice impacts of kindergarten entry assessment‐related validity and reliability challenges. ETS Research Report Series, 2018(1), 1–35. https://doi.org/10.1002/ets2.12201
- Agostin, T. M., & Bain, S. K. (1997). Predicting early school success with developmental and social skills screeners. Psychology in the Schools, 34(3), 219–228. https://doi.org/10.1002/(SICI)1520-6807(199707)34:3<219::AID-PITS4>3.0.CO;2-J
- Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M. L., Schatschneider, C., Dyrlund, A. K.... & Wright, T.L. (2008). Reading first kindergarten classroom instruction and students growth in phonological awareness and letter naming–decoding fluency. Journal of School Psychology, 46(3), 281–314. https://doi.org/Doi:10.1016/j.jsp.2007.06.002
- Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data‐informed guidance to individualize kindergarten reading instruction: Findings from a cluster‐randomized control field trial. Elementary School Journal, 111(4), 535–560. https://doi.org/10.1086/659031
- Al Otaiba, S., & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first-grade interventions for the prevention of reading difficulties. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (Eds.), Handbook of response to intervention (pp. pp. 212–222). Boston, MA.
- Allan, N. P., & Lonigan, C. J. (2011). Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators. Developmental Psychology, 47(4), 905. https://doi.org/10.1037/a0023748
- Baird, G. L., Scott, W. D., Dearing, E., & Hamill, S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: Academic self-efficacy, theories of intelligence, learning vs. performance goal preferences, and effort attributions. Journal of Social and Clinical Psychology, 28(7), 881–908. https://doi.org/10.1521/jscp.2009.28.7.881
- Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
- Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA Open, 2(1), 2332858415616358. https://doi.org/10.1177/2332858415616358
- Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411–424. https://doi.org/10.1016/j.ecresq.2014.04.014
- Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. https://doi.org/10.1017/S0954579408000436
- Blair, C., Protzko, J., & Ursache, A. (2011). Self-regulation and the development of early literacy. In D. Dickinson, & S. Neuman (Eds.),Handbook of early literacy research, (Vol. 3, pp. 20–35). Guilford Press.
- Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
- Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233
- Bronfenbrenner, U. (2000). Ecological systems theory.. In Encylcopedia of Psychology, (Vol. 3, pp. 129–133). https://doi.org/10.1037/10518-046
- Bronson, M. B., Goodson, B. D., Layzer, J. I., & Love, J. M. (1990). Child behavior rating scale. Cambridge: MA: Abt Associates.
- Bronson, M.B. (1996). Manual for the bronson social and task skill profile (Teacher Version). Chestnut Hill, MA: Boston College.
- Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. L. Wittrock (Ed.), Handbook of research on teaching (3rd edition) (pp. 328–375). Macmillan.
- Burchinal, M., & Forestieri, N. (2011). Development of early literacy: Evidence from major US longitudinal studies. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 85–96).
- Cabell, S. Q., Justice, L. M., Logan, J. A., & Konold, T. R. (2013). Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations. Early Childhood Research Quarterly, 28(3), 608–620. https://doi.org/10.1016/j.ecresq.2013.03.007
- Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1–12. https://doi.org/10.1016/j.ecresq.2015.01.008
- Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431–443. https://doi.org/10.1177/0022219411410042
- Casalis, S., & Louis-Alexandre, M. F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing, 12(3), 303–335. https://doi.org/10.1023/A:1008177205648
- Catts, H. W., Hogan, T. P., & Adolf, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & C. A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Psychology Press.
- Catts, H.W., Adlof, S.M., & Weismer, S.E.(2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278–293. https://doi.org/10.1044/1092–4388(2006/023)
- Claesens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1–29.
- Conners, C. K. (1997). Conners’ teacher rating scale–revised (L). Multi-Health Systems.
- Connor, C. M., Morrison, F. J., & Underwood, P. S. (2007). A second chance in second grade: The independent and cumulative impact of first-and second-grade reading instruction and students’ letter-word reading skill growth. Scientific Studies of Reading, 11(3), 199–233. https://doi.org/10.1080/10888430701344314
- Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934. https://doi.org/10.1037/0012-1649.33.6.934
- Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912–925. https://doi.org/10.1037/a0016647
- Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277–299. https://doi.org/10.1207/s1532799xssr1003_5
- Daily, S., & Maxwell, K. (2018). Child trends research brief: Frequently-asked questions about kindergarten entry assessments. Research Brief Publication #2018-36. Retrieved August 22, 2019, from https://www.childtrends.org/wp-content/uploads/2018/11/FAQKEA_ChildTrends_November2018.pdf
- Day, S.L., Connor, C.M., & McClelland, M.M. (2015). Children's behavioral regulation and literacy: The impact of the first grade classroom environment. Journal of School Psychology, 53(5), 409–428. https://doi.org/10.1016/j.jsp.2015.07.004
- Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities, 45(3), 232–243. https://doiorg/10.1177/0022219412442155
- Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186–202. https://doi.org/10.1111/0938-8982.00019
- Downer, J. T., Rimm-Kaufman, S. E., & Robert, C. (2007). Pianta. “Engagement in Learning! School Psychology Review, 36(3), 413–432. https://doi.org/10.1080/02796015.2007.12087938
- Duncan, G. J., Brooks‐Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65(2), 296–318. https://doi.org/10.2307/1131385
- Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
- Early, D. M., Li, W., Maxwell, K. L., & Ponder, B. D. (2019). Participation in Georgia’s Pre-K as a Predictor of Third-Grade Standardized Test Scores. AERA Open, 5(2), 2332858419848687. https://doi.org/10.1177/2332858419848687
- Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National reading panel’s meta‐analysis. Reading Research Quarterly, 36(3), 250–287. https://doi.org/10.1598/RRQ.36.3.2
- Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698. https://doi.org/10.1080/10409289.2010.497451
- Eldredge, J. L. (2005). Foundations of fluency: An exploration. Reading Psychology, 26(2), 161–181. https://doi.org/10.1080/02702710590930519
- Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Guilford Publications.
- Foorman, B. R., Herrera, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015a). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing, 28(5), 655–681. https://doi.org/10.1007/s11145-015-9544-5
- Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015b). Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades. Journal of Educational Psychology, 107(3), 884–899. http://dx.doi.org/10.1037/edu0000026
- Fuhs, M. W., Farran, D. C., & Nesbitt, K. T. (2015). Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings. Journal of Educational Psychology, 107(1), 207–221 https://doi.org/10.1037/a0037366
- Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698–1709. https://doi.org/10.1037/a0036633
- García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74–111. https://doi.org/10.3102/0034654313499616
- Golan, S., Woodbridge, M., Davies‐Mercier, B., & Pistorino, C. (2016). Case studies of the early implementation of kindergarten entry assessments. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.
- Goldstein, J., McCoach, D. B., & Yu, H. (2017). The predictive validity of kindergarten readiness judgments: Lessons from one state. The Journal of Educational Research, 110(1), 50–60. https://doi.org/10.1080/00220671.2015.1039111
- Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
- Guo, Y., Sun, S., Breit-Smith, A., Morrison, F.J., & Connor, C.M. (2015). Behavioral engagement and reading achievement in elementary-school-age children. Journal of Educational Psychology, 107(2), 332–347. https://doi.org/10.1037/a0037638
- Gutman, L. M., Sameroff, A. J., & Cole, R. (2003). Academic growth curve trajectories from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Developmental Psychology, 39(4), 777. https://doi.org/10.1037/0012-1649.39.4.777
- Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431–454. https://doi.org/10.1016/j.ecresq.2006.09.005
- Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
- Harvey, H., & Ohle, K. (2018). What’s the purpose? Educators’ perceptions and use of a state-mandated kindergarten entry assessment. Education Policy Analysis Archives, 26, 142. https://doi.org/10.14507/epaa.26.3877
- Hausman, J. A. (1978). Specification tests in econometrics. Econometrica: Journal of the Econometric Society, 46(6),1251–1271. https://doi.org/10.2307/1913827
- Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation. https://files.eric.ed.gov/fulltext/ED518818.pdf
- Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., … Southworth, J. (2018). Self-regulation and academic measures across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29(7),1–25. https://doi.org/10.1080/10409289.2018.1496722
- Hindman, A. H., Skibbe, L. E., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and classroom factors during head start, to literacy and mathematics growth through first grade. Early Childhood Research Quarterly, 25(2), 235–250.https://doi.org/10.1016/j.ecresq.2009.11.003
- Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/bf00401799
- Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses. Psychological Science, 23(6), 572–577. https://doi.org/10.1177/0956797611435921
- Invernizzi, M., Meier, J., & Juel, C. (2004–2015). Phonological awareness literacy screening 1–3 administration and scoring guide. University of Virginia.
- Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004-2015). Phonological awareness literacy screening pre-K teacher’s manual. //pals.virginia.edu/pdfs/rd/tech/PreK_technical_chapter.pdf
- Irvin, P. (2015). The relation of kindergarten entry skills to early literacy and mathematics achievement. http://hdl.handle.net/1794/19240
- Joshi, R.M., & Aaron, P.G. (2012). Componential Model of Reading (CMR) validation studies. Journal of Learning Disabilities, 45(5), 387–390. https://doi.org/10.1177/0022219411431240
- Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447. https://doi.org/10.1037/0022-0663.80.4.437
- Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 200–213).
- Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12(3), 281–300. https://doi.org/10.1080/10888430802132279
- Keller, B. T., & Enders, C. K. (2019). Blimp User’s Manual (Version 2.1). Los Angeles, CA. http://www.appliedmissingdata.com/blimpusermanual-2-1.pdf
- Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113(1), 93–111. https://doi.org/10.1016/j.jecp.2012.03.002
- Konold, T. R., & Pianta, R. C. (2005). Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement. Applied Developmental Science, 9(4), 174–187. https://doi.org/10.1207/s1532480xads0904_1
- Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400. https://doi.org/10.1111/1467-8624.00101
- Lan, X., Legare, C. H., Cameron Ponitz, C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. J. Exp. Child Psychol, 108(3), 677–692. https://doi.org/10.1016/j.jecp.2010.11.001
- Language and Reading Research Consortium [LARRC]. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50(2), 151–169. https://doi.org/doi:10.1002/rrq.99
- Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children’s early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46(5), 1062–1077. https://doi.org/10.1037/a0020066
- Little, M., Cohen-Vogel, L., Sadler, J., & Merrill, B. (2020). Moving kindergarten entry assessments from policy to practice evidence from North Carolina. Early Education and Development, 31(5), 796–815. https://doi.org/10.1080/10409289 .2020
- Lonigan, C. J., Allan, D. M., & Phillips, B. M. (2017). Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills. Developmental Psychology, 53(1), 63–76. https://doi.org/http://dx.doi.org/10.1037/dev0000247
- Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., & McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101(2), 345. https://doi.org/10.1037/a0013837
- Magnuson, K., Duncan, G. J., Lee, K. T., & Metzger, M. W. (2016). Early school adjustment and educational attainment. American Educational Research Journal, 53(4), 1198–1228. https://doi.org/10.3102/0002831216634658
- Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x
- Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689-704. https://doi.org/10.1037/a0014240
- McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. https://doi.org/10.1016/j.ecresq.2006.09.003
- McClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x
- McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947. https://doi.org/10.1037/0012-1649.43.4.947
- McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 1-. https://doi.org/10.3389/fpsyg.2014.00599
- McClelland, M. M., Cameron, C. E., Wanless, S. B., Murray, A., Saracho, O., & Spodek, B. (2007). Executive function, behavioral self-regulation, and social-emotional competence. Contemporary Perspectives on Social Learning in Early Childhood Education, 1, 113–137.
- McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329. https://doi.org/10.1016/s0885-2006(00)00069-7
- McCoach, D.B., O'Connell, A.A., Reis, S.M., & Levitt, H.A. (2006). Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school. Journal of Educational Psychology, 98(1), 14–28. https://doi.org/10.1037/0022–0663.98.1.14
- Moffett, L., & Morrison, F. J. (2019). Off-task behavior in kindergarten: Relations to executive function and academic achievement. Journal of Educational Psychology, 112(5).https://doi.org/10.1037/edu0000397
- Montroy, J. J., Zucker, T. A., Assel, M. M., Landry, S. H., Anthony, J. L., Williams, J. M., … Taylor, H. B. (2020). The Texas kindergarten entry assessment: development, psychometrics, and scale-up of a comprehensive screener. Early Education and Development, 31(5), 1–38. https://doi.org/10.1080/10409289.2020.1726700
- Morgan, P. L., Farkas, G., Wang, Y., Hillemeier, M. M., Oh, Y., & Maczuga, S. (2019). Executive function deficits in kindergarten predict repeated academic difficulties across elementary school. Early Childhood Research Quarterly, 46, 20–32.https://doi.org/10.1016/j.ecresq.2018.06.009
- Morrison, F. J., Ponitz, C. C., & McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. Child Development at the Intersection of Emotion and Cognition, 203–224. https://doi.org/10.1037/12059-011
- Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665-681. https://doi.org/10.1037/0012-1649.40.5.665
- National Early Literacy Panel [NELP]. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
- National Institute of Child Health & Human Development Early Child Care Research Network [NICHD-ECCR] (Ed.). (2005) . Child care and child development: Results from the NICHD study of early child care and youth development. Guilford Press.
- National Reading Panel (US) [NRP], National Institute of Child Health, & Human Development (US). (2000) . Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes of Health.
- Nguyen, T., & Duncan, G. J. (2019). Kindergarten components of executive function and third grade achievement: A national study. Early Childhood Research Quarterly, 46, 49–61. https://doi.org/10.1016/j.ecresq.2018.05.006
- Oregon State University (2020). Head-Toes-Knees-Shoulders: Measure of self-regulation. Retrieved 11 April 2020. https://health.oregonstate.edu/labs/kreadiness/measure
- Paris, S. (2011). Developmental differences in early reading skills. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 228–241).
- Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365–397. https://doi.org/10.3102/0002831207308230
- Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820. https://doi.org/10.1111/j.1467-8624.2012.01754.x
- Piasta, S. B., Petscher, Y., & Justice, L. M. (2012). How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. Journal of Educational Psychology, 104(4), 945–958. https://doi.org/10.1037/a0027757
- Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605. https://doi.org/10.1037/a0015365
- Ponitz, C. C., & Rimm-Kaufman, S. E. (2011). Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement. Early Childhood Research Quarterly, 26(2), 157–168. https://doi.org/10.1016/j.ecresq.2010.10.002
- Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141–158. https://doi.org/10.1016/j.ecresq.2007.01.004
- Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15–34.https://doi.org/10.1016/j.jecp.2016.08.010
- Ribner, A. D., Willoughby, M. T., & Blair, C. B., & Family Life Project Key Investigators. (2017). Executive function buffers the association between early math and later academic skills. Frontiers in Psychology, 8, 869. https://doi.org/10.3389/fpsyg.2017.00869
- Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958. https://doi.org/10.1037/a0015861
- Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School readiness and later achievement: Replication and extension using a nationwide Canadian survey. Developmental Psychology, 46(5), 995-1007. https://doi.org/10.1037/a0018880
- Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
- Rowley, B. (2015). Kindergarten assessment: Analysis of the child behavioral rating scale (CBRS). http://hdl.handle.net/1794/19222
- Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282–299. https://doi.org/10.1111/j.1467-8624.2011.01678.x
- Sameroff, A., Gutman, L. M., & Peck, S. C. (2003). Adaptation among youth facing multiple risks: Prospective research findings. Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities, 364–391. https://doi.org/10.1017/cbo9780511615788.017
- Santoro, J. (2012). Clarifying linguistic comprehension in the simple view of reading: The influence of word-, sentence-, and discourse-level linguistic skills on reading comprehension (Doctoral dissertation). https://drum.lib.umd.edu/handle/1903/12563
- Scarborough, H. (2001). Connecting Early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research (Vol. 1, pp. 97–110).
- Schachter, R. E., Flynn, E. E., Napoli, A. R., & Piasta, S. B. (2019). Teachers’ perspectives on year two implementation of a kindergarten readiness assessment. Early Education and Development, 31(5), 1–18. https://doi.org/10.1080/10409289.2019.1679606
- Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265-282. https://doi.org/10.1037/0022-0663.96.2.265
- Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for head start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20–31. https://doi.org/10.1016/j.ecresq.2014.08.001
- Schmitt, S. A., Pratt, M. E., & McClelland, M. M. (2014). Examining the validity of behavioral self-regulation tools in predicting preschoolers’ academic achievement. Early Education and Development, 25(5), 641–660. https://doi.org/10.1080/10409289.2014.850397
- Selya, A. S., Rose, J. S., Dierker, L. C., Hedeker, D., & Mermelstein, R. J. (2012). A practical guide to calculating Cohen’s f2, a measure of local effect size, from PROC MIXED. Frontiers in Psychology, 3, 111. https://doi.org/10.3389/fpsyg.2012.00111
- Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417
- Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. New England Journal of Medicine, 326(3), 145–150. https://doi.org/10.1056/nejm199201163260301
- Shields, K. A., Cook, K. D., & Greller, S. (2016). How kindergarten entry assessments are used in public schools and how they correlate with spring assessments. REL 2017–182. Regional Educational Laboratory Northeast & Islands. https://files.eric.ed.gov/fulltext/ED569203.pdf
- Sims, D. M., & Lonigan, C. J. (2013). Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers’ reading-related skills. Journal of Clinical Child & Adolescent Psychology, 42(2), 208–219. https://doi.org/10.1080/15374416.2012.738453
- Skibbe, L. E., Montroy, J. J., Bowles, R. P., & Morrison, F. J. (2019). Self-regulation and the development of literacy and language achievement from preschool through second grade. Early Childhood Research Quarterly, 46, 240–251. https://doi.org/10.1016/j.ecresq.2018.02.005
- Snow, C. E., Burns, S. M., & Griffin, P. (1998). Predictors of success and failure in reading. Preventing Reading Difficulties in Young Children (pp. 100–134). National Academies Press. https://doi.org/10.17226/6023
- Sparks, R. L., Patton, J., & Murdoch, A. (2014). Early reading success and its relationship to reading achievement and reading volume: Replication of ‘10 years later’. Reading and Writing, 27(1), 189–211. https://doi.org/doi:10.1007/s11145-013-9439-2
- Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225–234. https://doi.org/10.1037/0012-1649.41.1.225
- Stanley, C. T., Petscher, Y., & Catts, H. (2018). A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. Reading and Writing: An Interdisciplinary Journal, 31(1), 133–153. https://doi.org/10.1007/s11145-017-9777-6
- Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(1–2), 23–55. https://doi.org/10.1177/0022057409189001-204
- Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Relation between early reading acquisition and word decoding with and without context: A longitudinal study of first-grade children. Journal of Educational Psychology, 76(4), 668–677. https://doi.org/10.1037/0022-0663.76.4.668
- Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947. https://doi.org/10.1037/0012-1649.38.6.934
- Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77–96. https://doi.org/10.1177/0022219414528540
- Tan, K. H., Wheldall, K., Madelaine, A., & Lee, L. W. (2007). A review of the simple view of reading: Decoding and linguistic comprehension skills of low‐progress readers. Australian Journal of Learning Difficulties, 12(1), 19–30. https://doi.org/10.1080/19404150709546827
- Tilstra, J., McMaster, K., Van den Broek, P., Kendeou, P., & Rapp, D. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32(4), 383–401. https://doi.org/10.1111/j.1467-9817.2009.01401.x
- Tindal, G., Irvin, P. S., Nese, J. F., & Slater, S. (2015). Skills for children entering kindergarten. Educational Assessment, 20(4), 297–319. https://doi.org/10.1080/10627197.2015.1093929
- Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education and Development, 22(3), 489–519. https://doi.org/10.1080/10409289.2011.574258
- Torgerson, C., Brooks, G., & Hall, J. (2006). A systematic review of the research literature on the use of phonics in the teaching of reading and spelling. DfES Publications.
- Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
- Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
- Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3–32. https://doi.org/10.1080/10888430709336632.
- Virginia Kindergarten Readiness Program [VKRP]. (2019, September 23). Research behind kindergarten readiness: Kindergarten readiness assessments (KRA) across the nation. http://www.vkrponline.org/about/readiness.php
- Walcott, C. M., Scheemaker, A., & Bielski, K. (2010). A longitudinal investigation of inattention and preliteracy development. Journal of Attention Disorders, 14(1), 79–85. https://doi.org/10.1177/1087054709333330
- Wanless, S. B., McClelland, M. M., Acock, A. C., Ponitz, C. C., Son, S. H., Lan, X., … Sung, M. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23(2), 364. https://doi.org/10.1037/a0021768
- Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541–561. https://doi.org/10.1080/02796015.2007.12087917
- Weisenfeld, G. G. (2017). Assessment tools used in kindergarten entry assessments (KEAs). Center on Enhancing Early Learning Outcomes. http://ceelo.org/wp-content/uploads/2017/01/ceelo_fast_fact_kea_state_scan_2017_01_for_web.pdf
- Weisenfeld, G. G., Hodges, K., & Garver, K. (2020). Kindergarten entry assessments (KEAs) within a K-2 assessment system. National Institute for Early education Research (NIEER).
- Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43–53. https://doi.org/10.1037/a0016738
- Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers.In D. Dickinson, & S. Neuman (Eds.), Handbook of Early Literacy Research(Vol. 1, pp. 11–29).
- Wyner, J. S., Bridgeland, J. M., & DiIulio, J. J. J. (2007). Achievementrap: How America is failing millions of high-achieving students from lower-income families. Jack Kent Cooke Foundation and Civic Enterprises. https://files.eric.ed.gov/fulltext/ED503359.pdf