Funding for the study came from the MacArthur Foundation, the W.T. Grant Foundation, the Office of Educational Research and Improvement, and the Foundation for Child Development.
Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children
Version of Record online: 6 FEB 2006
Volume 77, Issue 1, pages 103–117, January/February 2006
How to Cite
Miles, S. B. and Stipek, D. (2006), Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children. Child Development, 77: 103–117. doi: 10.1111/j.1467-8624.2006.00859.x
We thank Amita Rantidev Chudgar for her help with some of the statistical analyses. Principal investigators of the longitudinal study in which these data were collected include Deborah Stipek, Penny Hauser-Cram, Walter Secada, Heather Weiss, and Jennifer Greene.
- Issue online: 6 FEB 2006
- Version of Record online: 6 FEB 2006
This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.