Ecological Determinants of School Readiness: A Longitudinal Study

School achievement is associated with children’s developmental outcomes, including the presence of internalizing and externalizing problems. Among the strongest predictors of later school achievement are reading and language ability at school entry. The present study was concerned with identifying early markers of poor school readiness to help with prevention of later problems. Conducted as part of an ongoing longitudinal study (Kids, Families, Places), we examined how multiple risks at two time points (birth and 18 months) predicted reading and language (receptive vocabulary) ability at 3 years in a sample of 501 children. Using hierarchical regression analysis, significant predictors of language ability at 3 years included socioeconomic status, immigrant status, neighbourhood social control, infant birth weight, maternal sensitivity, and early language skills. Similarly, reading at 3 years was predicted by social control and home order, as well as maternal sensitivity and early language. Policy implications for promoting school readiness are discussed.