Using data from the National Institute of Child Health and Human Developmentís Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid- or high-SES students. Studentsí behavioral engagement and reading… Continue reading Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis