The nature and sources of growth across 8 cognitive skills was examined in kindergar- ten and 1st grade using the school cutoff method. After controlling for child IQ and maternal  education,  unique  influences  of  schooling  were  observed  for  children’s reading recognition, mathematics, letter recognition, general information, and phone- mic segmentation skills. In contrast, schooling did not appear to shape children’s growth in receptive vocabulary and subsyllabic segmentation, and no growth was ob- served in syllabic segmentation. Furthermore, the timing of schooling effects differed

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