Household chaos predicts lower prekindergarten math and reading but faster growth in both¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Household chaos is negatively associated with prekindergarten math (ES = .14) and letter–word knowledge (ES = .21), but positively with growth in both. → Blair 2015

Evidence¶

Blair 2015¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i1 · associational · r3

Model A growth model. Household chaos predicted lower prekindergarten math ("B = −4.33, SE = 1.05, p < .001, ES = .14") but faster growth ("B = 1.21, SE = 0.35, p < .001, ES = .09"). Similar pattern for reading (Model D: B = −8.41 intercept; B = 1.56 slope).

"children in more chaotic homes had lower math achievement at prekindergarten (B = −4.33, SE = 1.05, p < .001, ES = .14) but exhibited more rapid acquisition of math skills across the elementary years (B = 1.21, SE = 0.35, p < .001, ES = .09)."

Discussion¶

Related Claims¶

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• ELLs start middle school roughly .6 SD lower in math and .65 SD lower in reading, with faster reading growth (.13 SD) but no significantly faster math or self-efficacy growth
• The relationship between socioeconomic resources and children's cognitive development strengthens from infancy to a peak around age 4–4½, then weakens slightly by kindergarten entry.