title: Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children.
abstract: This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.
authors.affiliation: Stanford University, Stanford, CA 94301, USA. sarah.miles@stanford.edu
authors.forename: Sarah B
authors.initials: SB
authors.lastname: Miles
authors.forename: Deborah
authors.initials: D
authors.lastname: Stipek
mesh_terms: D000367:Age Factors; D000374:Aggression / Q000523:psychology*; D002648:Child; D015331:Cohort Studies; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D010553:Personality Development; D011203:Poverty / Q000523:psychology*; D011932:Reading; D012307:Risk Factors; D012919:Social Behavior; D013223:Statistics as Topic