Megan M. McClelland

TL;DR: Predictive relations between preschoolers' behavioral regulation and emergent literacy, vocabulary, and math skills and Hierarchical linear modeling was utilized because children were nested in 54 classrooms at 2 geographical sites revealed that behavioral regulation significantly and positively predicted fall and spring emergent Literacy and vocabulary skills.

TL;DR: This paper examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work related skills.

TL;DR: Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled.

TL;DR: This article investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning related skills fared throughout elementary school on reading and Math.

TL;DR: The Head-to-Toes Task as discussed by the authors was developed as a direct measure of children's behavioral regulation, and participants aged 36-78 months, including a group of Spanish-speaking children.