Citation

Coplan RJ, Barber AM, Lagacé-Séguin DG. Early Child Res. Q. 1999; 14(4): 537-553.

Copyright

(Copyright © 1999, Elsevier Publishing)

DOI

10.1016/S0885-2006(99)00025-3

PMID

unavailable

Abstract

A study was performed to explore the role of temperament as a predictor of early literacy and numeracy skills in preschoolers. The participants in this study were 94 children (46 males, 48 females) enrolled in half-day junior kindergarten (Mage= 51.52,SD = 3.25 mos.). Parents completed theColorado Child Temperament Inventory (CCTI, Buss & Plomin, 1984, Rowe & Plomin, 1977). Child interviews were conducted, and vocabulary, concepts about print, counting, and numeracy skills were assessed. Results from hierarchical regression analyses revealed that temperament contributed uniquely to the explanation of literacy and numeracy skills over and above well-established indicators of a child's academic achievement (i.e., parental education, gender, vocabulary). Results are discussed in terms of educational and developmental implications.