ArticleEarly childhood research quarterly
Unique Components of Preschool Children's Externalizing Behaviors that Relate to the Development of Early-Literacy Skills: Comparing Teacher and Parent Report.
Article in Early childhood research quarterly. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Children's externalizing behaviors are associated with low academic outcomes across development. The developmental cascade model suggests that early behavior problems may contribute to later academic difficulties. However, most prior studies concerning the associations between children's externalizing behaviors and academic outcomes have been limited by factors related to study design, methodology, and statistical analysis. Consequently, most studies have not been able to address questions about if and how externalizing behaviors influence academic outcomes. The aims of this study were to address these limitations by examining how different dimensions of children's externalizing behaviors related to growth in early literacy skills during the preschool year. Participants were a racially diverse group (i.e., 51% White, 42% Black, 3% multiracial, 2% Asian, 2% other/specified; 3% Latino/Hispanic) of 1,078 preschool children (mean age = 55.15 months;
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