CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism |
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| Authors: | Raver C Cybele Jones Stephanie M Li-Grining Christine Zhai Fuhua Bub Kristen Pressler Emily |
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| Institution: | Department of Applied Psychology, New York University, New York, NY 10003, USA. cybele.raver@nyu.edu |
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| Abstract: | Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed. |
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