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Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts
Author(s) -
Bierman Karen L.,
Nix Robert L.,
Heinrichs Brenda S.,
Domitrovich Celene E.,
Gest Scott D.,
Welsh Janet A.,
Gill Sukhdeep
Publication year - 2013
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12117
Subject(s) - head start , psychology , developmental psychology , early head start , competence (human resources) , intervention (counseling) , context (archaeology) , academic achievement , early childhood education , multilevel model , social skills , social psychology , paleontology , machine learning , psychiatry , computer science , biology
One year after participating in the Research‐based, Developmentally Informed ( REDI ) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M age = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.