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Children's Reading and Mathematics Achievement in Kindergarten and First Grade

Acknowledgments

+ Executive Summary


+ Children's Reading and Mathematics Achievement in Kindergarten and First Grade

Literacy

Approaches to Learning

General Health

Questions

Organization of the Report

+ Measures


Analytic Sample

+ Findings


Summary


List of Figures

Full Report (PDF)
Line Approaches to Learning

The development of young children is multidimensional; it needs to be conceptualized in terms of cognitive aspects such as reading and mathematics, and how they approach learning. Accordingly, when looking at the process by which children develop as learners, it is important to understand how they approach learning. Skills such as paying attention and persisting at tasks are important skills in the learning process (Schunk and Zimmerman 1996). These skills are integral to how children approach learning, in part, by representing how children regulate their learning experiences. Children who are self-regulated learners may have an advantage (Schunk and Zimmerman 1996, Paris and Cunningham 1996). Consequently, children who often or very often demonstrate positive approaches to learning may more rapidly acquire cognitive knowledge and skills. Thus, are there differences in children's spring kindergarten and first grade cognitive achievement by whether they often or very often demonstrate a positive approach to learning as they enter kindergarten?

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