The project described was supported by Award R01HD046160 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health and Human Development or the National Institutes of Health. This research was also supported by a postdoctoral fellowship awarded to the first author from the American Psychological Association Minority Fellowship Program. Previous versions of this manuscript were presented at the 2007 biennial meeting of the Society for Research on Child Development and the 2007 annual meeting of the Society for Prevention Research. Many thanks to Mark Greenberg, Clancy Blair, and John Fantuzzo for sharing their insights on prior drafts of this manuscript and to Kelly Haas for her research assistance. Thanks also to the policy professionals (including Anthony Raden, Karen Carradine, Mary Ellen Caron, and Vanessa Rich) who so generously supported our collaboration with Chicago Head Start Programs. Lastly, we wish to express a heartfelt thanks to the teachers and intervention team of the Chicago School Readiness Project, who made this work possible.
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills: Self-Regulation as a Mediating Mechanism
Article first published online: 3 FEB 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Special Issue: Raising Healthy Children
Volume 82, Issue 1, pages 362–378, January/February 2011
How to Cite
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K. and Pressler, E. (2011), CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills: Self-Regulation as a Mediating Mechanism. Child Development, 82: 362–378. doi: 10.1111/j.1467-8624.2010.01561.x
- Issue published online: 3 FEB 2011
- Article first published online: 3 FEB 2011
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