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1.
Nathlie A. Badian 《Reading and writing》1990,2(4):307-326
Approximately 400 children were first tested at 4, and background factors were ascertained at that time. Further testing included a kindergarten reading readiness test and reading tests at grades 3 and 8. The best preschool predictors of reading were naming tests for boys, and general verbal ability for girls. At the kindergarten level a quantitative test surpassed tests of phonemic awareness and language in predicting reading, for both boys and girls. Family history of learning disability and preschool test behavior contributed to prediction of reading. Effects of birth order were strongest at the preschool level, and handedness had its only effects at that level. Relationships of some factors to reading differed by gender. Socioeconomic status had significant effects only for boys, and a speech delay only for girls. Conclusions were that some background factors may contribute to the preschool prediction of reading, and particularly to the prospective identification of poor readers. 相似文献
2.
António J. Santos Brian E. Vaughn Inês Peceguina João R. Daniel Nana Shin 《Child development》2014,85(5):2062-2073
This study examined the stability and growth over a 3‐year period of individual differences in preschool children's social competence, which was assessed in three domains: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. A total of 255 children (126 girls and 129 boys) participated in this study. Growth curve analyses demonstrated both stability and change with regard to social competence over early childhood. Social competence measures and latent variables were invariant over this time period, individual differences in social competence were largely stable from year to year, and significant increases over time were observed for the domain most closely reflective of specific personal attributes skills. 相似文献
3.
The importance of reading literacy as a foundation for academic success is widely acknowledged. What is less well understood is why gender patterns in reading literacy emerge so early and continue throughout learners’ educational careers. This paper adds to this literature by investigating the gender patterns of reading literacy (why girls outperform boys) in South African primary schools and whether changes in the schooling system can result in favourable changes in this gender reading gap. Compatible with international trends, girls in primary schools were significantly better readers than boys during the period of investigation. We found strong links between material and human resources and achievement in reading. The link between increased resource availability and improved educational outcomes was stronger for girls than for boys and therefore increased the female academic advantage. This finding remained consistent across socioeconomic levels. The implication is that either the school resources available in South African primary schools are more suitable for teaching girls how to read or that girls appear to be able to make use of the available resources more effectively to improve reading. Policy interpretations are discussed in the context of improved resourcing of schools. 相似文献
4.
Hispanic children are twice as likely as European American children to read below average for grade level. Some of this difference may be related to the home literacy practices children experience. To study this, the school reading achievement of 75 European American and 53 Hispanic second graders was examined in relation to their home reading practices. Results indicate that reading at home, specifically how often children read, with whom they read, and their active initiation of reading, are related to school reading achievement in both groups. These relations were more pronounced for European American boys and Hispanic girls, and fewer relations were found for Hispanic children whose mothers spoke solely Spanish. Results are discussed in relation to home-based opportunities in these two communities for children in the primary grades to develop reading skills. 相似文献
5.
This study addresses concerns about boys’ underperformance on literacy tasks compared to girls, by investigating male and females students’ responses to narrative texts. Participants were 142 Grade 9 and 10 students. Achievement orientations, including goals, self‐efficacy, and self‐handicapping, were measured and approach and avoidance factors identified. Boys scored higher than girls on the avoidance factor. The task presented to participants involved reading sections from two narrative texts representing typically male or typically female reading interests. Interest ratings for the narrative text topics and interest levels while reading the texts were monitored, and students’ answers to multiple‐choice questions on text content recorded. Regression analyses confirmed that the influence of gender, achievement orientation, and on‐task text interest on reading performance varied with different patterns of task interest. The findings suggest that students’ achievement orientations and task interests are both important for understanding gender differences in students’ response to narrative texts. 相似文献
6.
《Early education and development》2013,24(4):447-463
Hispanic children are twice as likely as European American children to read below average for grade level. Some of this difference may be related to the home literacy practices children experience. To study this, the school reading achievement of 75 European American and 53 Hispanic second graders was examined in relation to their home reading practices. Results indicate that reading at home, specifically how often children read, with whom they read, and their active initiation of reading, are related to school reading achievement in both groups. These relations were more pronounced for European American boys and Hispanic girls, and fewer relations were found for Hispanic children whose mothers spoke solely Spanish. Results are discussed in relation to home-based opportunities in these two communities for children in the primary grades to develop reading skills. 相似文献
7.
《International Journal of Educational Research》2005,43(4-5):250-271
This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math skills (i.e., phonological awareness, rapid naming, oral language comprehension skills, number sequence and basic arithmetic skills) measured in kindergarten (5–6 years), in preschool (6–7 years), and in grade 1, predict decoding, reading comprehension and arithmetic achievement in grade 2. Moreover, the motivational-developmental profiles of children with prospective learning difficulties were compared to the profiles of averagely achieving children. The participants were 139 Finnish-speaking children. Results from regression analyses showed that rapid naming was a unique longitudinal predictor of later decoding skills. Oral comprehension skills accounted for a unique variance in reading comprehension at every time point examined. Motivational orientations started to make unique contributions to subsequent decoding accuracy, reading comprehension and arithmetic from preschool onwards, over and above the effects of prior linguistic and math skills. High task orientation was beneficial for beginning reading, whereas high social dependence orientation was detrimental for reading comprehension and arithmetic. Students who fell behind of others both in reading comprehension and arithmetic experienced the most unfavourable development of motivation already during the first term in grade 1. Implications for instructional practices are discussed. 相似文献
8.
The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment. 相似文献
9.
《Australian Journal of Learning Difficulties》2013,18(2):161-179
Extensive research over the past decade has indicated that there are more boys than girls who are struggling readers, but the degree to which there are more boys remains a point of contention. The focus of this article is to review the various definitions of reading disability, to examine how these different definitions translate into different methods of identifying reading disability and to determine the effects on observed gender ratios for reading disability. The most frequently used methods of identifying reading disability are discrepancy formulae, Response-To-Intervention (RTI) and low achievement methods. Gender ratios clearly fluctuate among, and even within, these methods. Inconsistencies in reported gender ratios of reading disability are a result of inconsistencies in the definition and measurement of reading disability, sampling issues and the overall distributions of reading scores for boys and girls. Future research might consider reporting gender ratios for reading disability based on consistent measures of reading performance in population samples, using consistent cut off points, over a significant period of time. 相似文献
10.
Suzanne E. Mol Jelle Jolles Tamara Van Batenburg‐Eddes Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267
This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls. 相似文献
11.
Maryse Bianco Catherine Pellenq Eric Lambert Pascal Bressoux Laurent Lima Anne‐Lise Doyen 《Journal of Research in Reading》2012,35(4):427-455
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. 相似文献
12.
School psychologists and teachers are frequently asked to assess the level of social competence of preschool children as one indicator of their academic readiness. However, many assessment instruments available to psychologists working in early childhood settings fail to consider important contexts where children acquire social competencies. This study presents a comprehensive picture of multiple constructs that play a role in understanding African American preschool children's social competence. Domains of temperament, language, self‐regulation, and peer play were assessed within a classroom context for a sample of 139 low‐income African American children attending Head Start. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. As a group, younger boys experienced the greatest difficulties with initiating and sustaining play activities with classmates. Language abilities and self‐regulation were significantly greater among older preschool children. Implications for school psychologists conducting preschool assessment, intervention, and outreach to parents and teachers within early childhood settings are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
13.
This article prospectively examines teacher‐rated behavior problems and competencies during the first 2 years of formal schooling among African American (n = 190) and Caucasian (n = 350) children. A significant main effect for race was found for both behavior problems and competencies in repeated measures analyses conducted across kindergarten and first‐grade teacher ratings. A time × race interaction indicated that teachers rated Caucasian children's competence as stable over time, whereas their African American peers were rated as less competent. According to these data, African American children did not maintain age‐appropriate school‐based competencies in task orientation and frustration tolerance. No interaction effects were found for a gender × time term for either competencies or behavior problems, suggesting that African American boys do not show more disturbed behavior in the early school years. Behavior trajectories are discussed in terms of the need for competence‐enhancing interventions aimed at early school transitions, particularly for African American children. © 2001 John Wiley & Sons, Inc. 相似文献
14.
David H. Arnold Janis B. Kupersmidt Mary Ellen Voegler-Lee Nastassja A. Marshall 《Early childhood research quarterly》2012
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. 相似文献
15.
This papers adds to the literature on child bodyweight and human capital using data from the Early Childhood Longitudinal Survey Kindergarten Class of 2010–2011. We examine how bodyweight is related to both children's test scores and teacher assessment of ability. We find bodyweight has little effect on math or reading for girls, but is negatively related to test scores and teacher assessments in science. Obese boys are found to have lower test scores in math and are assessed more negatively by teachers in all three academic areas. We also examine bodyweight and noncognitive skills, finding negative relationships for both girls and boys. Obesity-related differences in these skills mitigate observed disparities for boys between teacher assessment and test scores in the areas of reading and math but not science. Finally, we explore whether bodyweight differentially affects teacher and parent-assessment of children's noncognitive traits, finding a more negative effect on teacher-assessed skills. 相似文献
16.
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions. 相似文献
17.
Stephanie M. Curenton 《Early education and development》2004,15(2):124-146
This study investigated the relationship between narrative skills and theory of mind for low-income children. Two groups of low-income preschoolers, one African American (n = 33) and one European American (n = 36), created a narrative and participated in a false belief task. The European Americans outperformed African Americans on the false belief task, but there were no differences in the narrative skills across the groups. After controlling for children's age, false belief performance had no effect on European Americans' narrative abilities. However, African Americans who passed the false belief task told stories that were more grammatically coherent and social cognitively sophisticated than those African American children who did not pass the task. 相似文献
18.
《Early education and development》2013,24(2):124-146
This study investigated the relationship between narrative skills and theory of mind for low-income children. Two groups of low-income preschoolers, one African American (n = 33) and one European American (n = 36), created a narrative and participated in a false belief task. The European Americans outperformed African Americans on the false belief task, but there were no differences in the narrative skills across the groups. After controlling for children's age, false belief performance had no effect on European Americans' narrative abilities. However, African Americans who passed the false belief task told stories that were more grammatically coherent and social cognitively sophisticated than those African American children who did not pass the task. 相似文献
19.
ABSTRACTThis study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. 相似文献
20.
Iheoma U. Iruka Nicole Gardner-Neblett J.S. Matthews Donna-Marie C. Winn 《Early childhood research quarterly》2014
This study focused on the transition patterns of African American boys from preschool to kindergarten using the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) dataset. Analyses were conducted to examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and attendance in a center-based program predicted likelihood of being in a particular transition pattern. Four patterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was heterogeneity in the school transition patterns of African American boys, with many showing stability from preschool to kindergarten. Family income and parenting practices and interactions were associated with an increased probability of being in the group that showed a significant increase in academics, suggesting the importance of parents’ provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten. 相似文献