Kindergarten Predictors of Third-Grade Reading, Math, and Science Achievement: The Influences of Self-Regulation and Early Language Development

Young children¡¯s self-regulation (executive function; approaches to learning) and early language functions have been shown to independently predict children¡¯s achievement in school, particularly reading and mathematics. Controlling for SES, gender and age at kindergarten entry, hierarchical multiple regression was used to test the hypothesis that children¡¯s executive functions, approaches to learning, and early language functions at the beginning of kindergarten would predict third-grade reading, mathematics, and science achievement. Third-grade is a benchmark year as it usually marks the beginning of standardized testing and plays a pivotal role in determining children¡¯s academic trajectories. Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011) were used to test the hypotheses. The hypothesized models suggest that executive function, approaches to learning, and language functions measured at the beginning of kindergarten are predictive of third-grade academic achievement. While the factors were individually predictive, the regression model was the strongest when it included the factors collectively. Implications for both policy and practice are noted.