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1.
《Early childhood research quarterly》2002,17(3):318-337
In order to understand the impact of home-based reading practices on young children’s literacy development, we need to consider both the types of comments made while reading as well as the affective quality of the reading interaction. Five-year-olds, during the summer prior to kindergarten, were observed reading both a familiar and an unfamiliar book with a member of their family, usually a parent but in one-third of the cases, an older sibling. Children came from either African-American or European-American families. Most of the children (about 83%) came from low income families. Both the nature of comments made about each book and the affective quality of the interactions were coded. Parents also were interviewed about the frequency with which their children engaged in reading activities at home. Children’s phonological awareness, orientation toward print, and story comprehension were assessed during the spring of kindergarten; their motivations for reading were assessed at the start of first grade.Comments about the content of the storybook were the most common type of utterance during reading interactions. Reported reading frequency was the only significant correlate of children’s early literacy-related skills. In contrast, the affective quality of the reading interaction was the most powerful predictor of children’s motivations for reading. These results emphasize the importance of the affective quality of reading interactions for fostering children’s interest in literacy. 相似文献
2.
The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed significantly lower than their peers with TL on all fourth grade literacy measures. For both groups, kindergarten initial MGR acquisition ability significantly related to fourth grade real-word reading and spelling. For the children with LI, kindergarten initial MGR acquisition ability also related to fourth grade pseudoword decoding and reading comprehension. Collectively, the findings suggest that initial MGR learning in kindergarten is an essential skill that may uniquely relate to later literacy abilities. 相似文献
3.
The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children’s reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children’s reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk. 相似文献
4.
This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother–child shared book reading and joint writing). The contribution of these activities in kindergarten to children’s reading and writing at the end of first grade were evaluated, controlling for family SES and children’s early skills (vocabulary and letter naming). Eighty-eight Arabic-speaking children and their mothers participated in the study. Results revealed that family SES, children’s early skills and home literacy activities in kindergarten correlated with children’s achievements at the end of first grade. Joint writing contributed significantly to children’s literacy in first grade and the contribution of shared reading was almost significant. Joint writing was found to contribute to children’s literacy achievements in first grade beyond book reading. The study extends our knowledge on literacy acquisition in Arabic, highlighting the significance of early parent–child literacy activities as a predictor of Arabic-speaking children’s literacy achievements in school. 相似文献
5.
《Scientific Studies of Reading》2013,17(4):369-400
The purpose of this study was to examine whether the same component processes are involved in reading acquisition for children with varying levels of proficiency in English in kindergarten and the first grade. The performance of 858 children was examined on tasks assessing basic literacy skills, phonological processing, verbal memory, and syntactic awareness. There were 727 children who were native English speakers (NS children) and 131 children who spoke English as a second language (ESL children). Although ESL children performed more poorly than NS children on most measures of phonological and linguistic processing in kindergarten and first grade, the acquisition of basic literacy skills for children from both language groups developed in a similar manner. Furthermore, alphabetic knowledge and phonological processing were important contributors to early reading skill for children from both language groups. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English. 相似文献
6.
Amedeo D'Angiulli Linda S. Siegel Stefania Maggi 《Learning disabilities research & practice》2004,19(4):202-213
Socioeconomic gradients and growth‐mixture model trajectories of word‐reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy‐intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English‐language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle‐SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy‐intensive program may have reduced the negative influence of SES on word‐reading development. 相似文献
7.
Information processing theory suggests that sublexical fluency skills are important to word reading development, but there are few supportive data. This study investigated if sublexical fluency (letter name fluency, letter sound fluency, and phoneme segmentation fluency) contributed to the development of word reading and spelling in 92 kindergarten children. The pattern of findings suggests that, as early as kindergarten, sublexical fluency skills explain a small, but significant, amount of unique variance in literacy outcomes when also considering the influence of accuracy in these skills. Also, growth in sublexical fluency skills is related to both word reading and spelling proficiency at the end of kindergarten. We suggest that knowledge of early literacy skill development may be enhanced by attention to sublexical fluency and that these skills, specifically letter sound fluency, may provide the mechanism that supports early word reading and spelling. 相似文献
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9.
The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills. 相似文献
10.
This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades. 相似文献
11.
Factors that lead to poor achievement in literacy are evident prior to a child beginning kindergarten. In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten and kindergarten. Structural equation modeling was used to test our hypothesis that children??s early literacy skills mediate the relationship between preschoolers?? attention and kindergarten decoding abilities. Using early literacy as a mediator between early attention and later decoding provided a good model fit. Results suggest that attention was integral to the fit of the model and that attention in preschool is related to the development of early literacy skills above and beyond the contribution of maternal education to these skills. The implication of our study is that attention in early childhood should be considered an important part of literacy development. 相似文献
12.
This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample’s literacy development to the entire population of California students using state standardized test data. Second, this study examined the contributions of a variety of bilingual measures of kindergarten letter knowledge, phonological awareness, word reading, and vocabulary to literacy development. Results demonstrated the present sample scored below average in literacy compared to the overall population of California students across years, but made slight gains to narrow the achievement gap. The greatest gains were obtained between fourth and fifth grade, but plateaued thereafter. Results concerning the second research questions showed that the third grade literacy intercept was predicted by kindergarten English letter knowledge, Spanish onset, Spanish word reading, and English vocabulary. However, English literacy development through eighth grade was only predicted by kindergarten English and Spanish vocabulary. Findings support arguments for educational efforts to target oral language instruction for these students in early elementary and instruction in both languages may provide the greatest benefit. Instructional implications are discussed. 相似文献
13.
Karen L. Ford Sonia Q. Cabell Timothy R. Konold Marcia Invernizzi Lauren B. Gartland 《Reading and writing》2013,26(6):889-912
This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students’ individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. 相似文献
14.
This study investigated the contributions of initial literacy, oral language, and social adjustment to literacy achievement at the end of the kindergarten year. Data were collected across the kindergarten year from 48 children attending a school serving primarily children from low-income households with researchbased curriculum and intervention programs. Data were used to create latent variables to represent initial literacy, oral language, and social adjustment as predictor variables and a variable representing word reading and spelling as an outcome variable. Multiple regression indicated that only initial literacy contributed significantly to the outcome. Path analysis also indicated the significance of initial literacy while supporting the shared contribution of oral language to the literacy outcome. Discriminant function analysis indicated that individuals with higher scores on the literacy outcome had high factor loadings on both initial literacy and oral language. Social adjustment did not contribute significant variance to the literacy outcome in any of the analyses. This study has implications for both policy and practice, documenting the importance of initial literacy skills, even from the beginning of kindergarten, to kindergarten literacy outcome and highlighting the correlation between the effects of initial literacy and oral language on reading and spelling. 相似文献
15.
Ariel Tichnor‐Wagner Justin D. Garwood Mary Bratsch‐Hines Lynne Vernon‐Feagans 《Learning disabilities research & practice》2016,31(1):6-21
Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed. 相似文献
16.
Cevriye Ergül Meral Çilem Ökcün-Akçamuş Gözde Akoğlu Seher Yalçın Burcu Kılıç Tülü Zeynep Bahap Kudret 《Psychology in the schools》2023,60(1):234-254
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. 相似文献
17.
Emergent literacy skills for five kindergartners with autism spectrum disorder: a pilot study 
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下载免费PDF全文 Yael Kimhi Meital Achtarzad Gila Tubul‐Lavy 《Journal of Research in Special Educational Needs》2018,18(3):211-221
In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school. 相似文献
18.
Maria Rosaria Di Stasio Robert Savage Philip C. Abrami 《Journal of Research in Reading》2012,35(1):69-86
This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds. 相似文献
19.
Early research on literacy development usually focuses on children in preschool or kindergarten. Few studies have examined the early literacy of bilingual children. This study examines its relationship with different family learning environments (e.g. book availability), and family learning activities (e.g. reading books, telling stories, and singing songs) of bilingual and monolingual children from 9 months of age to kindergarten entry. The Early Childhood Longitudinal Study-Birth Cohort was used as the analysis sample. We included 1300 bilingual children and 5150 English monolingual children. We uncover that bilingual children generally lag behind in both resources and frequency of family learning activities. Using various decomposition techniques, we show that early reading score differences between bilingual and monolingual children can be explained by differences in resources and early family learning environments. 相似文献
20.
Maternal psychological functioning and children's school readiness: The mediating role of home environments for African American children 总被引：2，自引：0，他引：2
Decades of educational research has documented an achievement gap in kindergarten reading and math achievement between African American children and their European American counterparts. Research has also shown that specific parenting practices (e.g., home literacy involvement) have the potential to narrow school readiness gaps by at least half. The current study examined whether and how maternal depression and parenting stress may influence specific parenting practices, as well as whether maternal warmth, home learning stimulation and cultural socialization mediated the relation between maternal depression, parenting stress, and children's kindergarten reading and math achievement. Path analyses revealed a direct negative effect of maternal depression and parenting stress on maternal warmth, home learning stimulation, and cultural socialization. Home learning stimulation emerged as an important mediator between maternal parenting stress and math achievement. Further, maternal warmth mediated the relation between maternal depression and reading achievement. Implications for early childhood research, practice and policy are discussed. 相似文献