@article{ref1,
title="Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade",
journal="Early childhood research quarterly",
year="2006",
author="Hair, Elizabeth and Halle, Tamara and Terry-Humen, Elizabeth and Lavelle, Bridget and Calkins, Julia",
volume="21",
number="4",
pages="431-454",
abstract="Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (N&#xa0;=&#xa0;17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two &quot;risk&quot; profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths.<p />",
language="",
issn="0885-2006",
doi="10.1016/j.ecresq.2006.09.005",
url="http://dx.doi.org/10.1016/j.ecresq.2006.09.005"
}