Convergence between pre-K graduates and nonattenders is largest for more constrained skills such as letter-word identification¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The narrowing of the pre-K advantage during kindergarten was greatest for more constrained skills, with letter-word identification named as an example. → Erik Ruzek 2020

Evidence¶

Erik Ruzek 2020¶

Erik Ruzek, Arya Ansari, Robert Pianta, Jessica Whittaker, Virginia Vitiello. (2020). Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. Developmental Psychology, 56(11), 2027–2039. https://doi.org/10.1037/dev0001115

q3 · i? · associational · r?

The study of pre-K graduates and nonattenders (n = 2,581) reports that "convergence between groups’ performance was largest for more constrained skills, such as letter-word identification," identifying skill constrainedness as a moderator of benefit persistence.

"This convergence between groups’ performance was largest for more constrained skills, such as letter-word identification"

Discussion¶

Related Claims¶

• Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates — related
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year — related
• Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten — related
• Kindergarten convergence is not attributable to pre-K children's kindergarten classroom experiences but is attributable to preexisting individual differences — related
• Pre-K benefits were studied among children from low-income homes in a large and diverse county (n = 2,581) — related
• Curiosity Corner shows significant positive kindergarten follow-up effects on early reading and letter-word identification, averaging +0.27 — related