EditorialCross-domain development of early academic and cognitive skills
Section snippets
Overview of findings
This Special Issue was designed to initiate a concerted effort explicitly focused on how these early academic and cognitive domains develop in tandem and are mutually affected in their development by other contextual factors. The collection of work herein represents the current directions in the field, particularly as they relate to the emphasis on the specific core domains of literacy, mathematics, and executive functions. Among the articles in this Special Issue we observed four primary
Next directions in cross-domain research
Among the 22 studies in the Special Issue, there is a clear recognition of the interconnectedness of early academic and cognitive skills from a developmental perspective. These studies have built on existing work and provided more precise understandings of how these various academic and cognitive domains relate over the earliest years of schooling. However, these studies also lay the groundwork for future research to move this field in new directions. In particular, these new directions should
Acknowledgements
We would like to thank all the authors who contributed to this Special Issue as well as the numerous reviewers, several of whom took on multiple manuscripts to review. Without these efforts, completion of this Special Issue would not have been possible.
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Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement?
2021, Learning and InstructionCitation Excerpt :Early academic skills facilitate the acquisition of more complex skills and provide a foundation for classroom participation (Duncan & Magnuson, 2011). In addition, a recent body of literature suggests that the core domains of school readiness (literacy, numeracy, and self-regulation) develop together (Purpura & Schmitt, 2019). These studies reveal cross-domain effects in the early elementary grades (Clements, Sarama, & Germeroth, 2016; Duncan et al., 2007; McKinnon & Blair, 2019; Morgan et al., 2019; Nguyen & Duncan, 2019; Ribner, 2020).
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