Early Literacy Research Library (ELRL) - Article

Predictor Importance of Childhood Trauma to Early Literacy Skills in Kindergarteners

Stanley, L., Petscher, Y., Catts, H., & O’Dell, S. (2024). Predictor Importance of Childhood Trauma to Early Literacy Skills in Kindergarteners. Journal of the Society for Social Work and Research. https://doi.org/10.1086/731813,

Access: Institutional Access

Publication year

2024

study description

5-year longitudinal study using an intentional missing-data design and dominance analysis (a machine learning technique)

Population Characteristics

Kindergarten

Exposures, Outcomes, Other

Child Development (general) , Mental Health , School Readiness and Educational Outcomes , Screening and Tools


objectives

examine the overall predictive importance of 3 childhood trauma measures to early literacy skills in kindergarteners enrolled in virtual learning environments

exposure

trauma

outcomes evaluated

childhood trauma measures, early literacy skills

setting

virtual kindergarten

sample size

64 virtual kindergartners in 2020 - 2021 cohort

measures

  • Adverse Childhood Experiences (ACEs) Checklist
  • Child and Adolescent Trauma Screen (CATS)
  • UCLA PTSD Index
  • Interstellar Express Assessments
  • Kaufman Test of Educational Achievement, 3rd Edition (KTEA-3)

results

Results from this study provided the first empirical link between intergenerational trauma and reading outcomes in kindergarteners in virtual learning environments.

conclusions

Results can inform TIC and MTSS models of care and provide preliminary empirical support for WholeChild Learning Models.

limitations

convenience sampling, response bias (parents' self-reported data)

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