Government's role is to provide leadership and oversight (i.e., a governing structure) to coordinate ECD strategies that cross institutional borders and, guided by population-based assessments of children's development, link ECD outcomes to subsequent school performance.
The deficits in development at 2 years of age may be educationally meaningful because compromised function at an early age may have a negative impact on subsequent school performance (Drillien et al. 1988).
Although results are interpretable only on the group level, the improvement in developmental outcomes and the lack of significant associations between PAH DNA adducts and deficits in development in the 2005 cohort may be educationally meaningful, because compromised function at an early age may have a negative impact on subsequent school performance (Drillien et al. 1988).
However there is some evidence that both GAMSAT and MCAT in combination with other selection tools do have predictive value for subsequent medical school performance [ 3, 4, 11- 14].
While the HPAT- Ireland appears to measures ability in domains different to those assessed by the LCE it remains to be conclusively established whether this correlates robustly with subsequent medical school performance.
When administered at 3 years of age, the BSID-II demonstrates moderate predictive power for subsequent intelligence and school performance, and is clinically useful for identifying children performing in the subnormal range (Bayley 1993; Burchinal et al. 2000; Sternberg et al. 2001).
When administered at 36 months of age, the BSID-II demonstrates moderate predictive power for subsequent intelligence and school performance, and it is clinically useful for identifying children performing in the subnormal range (Bayley 1993; Burchinal et al. 2000; Sternberg et al. 2001).
When administered at 3 years of age, the BSID-II has moderate predictive power for subsequent intelligence and school performance and is clinically useful for the identification of children performing in the subnormal range (Bayley 1993; Burchinal et al. 2000; Sternberg et al. 2001).
The primary objectives of this study are to determine the impact of sleep disordered breathing (SDB) identified in preadolescents on subsequent school and neurocognitive performance, to assess factors, which influence the natural history of SDB in children and to ascertain whether these elements differ between Caucasians and Hispanics.
Nutritional stunting, which is rampant in many low-income developing countries, is known to be associated with both emotional-social and cognitive development among young children and to be a strong predictor of subsequent cognitive development and school performance [ 48].
Aiming to support the design of effective intervention strategies, this study examines the hypothesized causal effect of foster children's poor school performance on subsequent psychosocial problems, here conceptualized as economic hardship, illicit drug use, and mental health problems, in young adulthood.
