Abstract
This study examined the role of children’s early school attendance and social competency skills in their early literacy development. Participants were 286 African American pre-schoolers from low-income homes enrolled in Head Start classrooms in the Unites States of America (mean age = 44.4 months, SD = 6.92 months; boys = 156). We gathered data on their program attendance, social competence, and early literacy skills. Hierarchical multiple regression analyses indicated children’s attendance predicted the pre-schoolers’ early code-related reading measures, while the children’s positive social competence predicted both code-related learning and story comprehension. Positive social competence was a more prominent predictor of early literacy outcomes than children’s challenging behaviour. Findings highlight attendance, literacy, and social-emotional factors important to evidence-based practices aimed at improving and sustaining school readiness among young children of poverty.
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