Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties |
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| Institution: | 1. Groningen Institute for Educational Research (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, The Netherlands;2. Harvard Graduate School of Education, Larsen 313, Cambridge, MA 02138, United States;1. Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA;2. Yonsei University, Department of Child and Family Studies, College of Human Ecology, 50 Yonsei-ro, Seodaemun-gu, Seoul 120-749, Republic of Korea;3. University of Oregon, Department of Psychology, 1227 University of Oregon, Eugene, OR 97403, USA |
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| Abstract: | 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. |
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| Keywords: | Emotional support Classroom organization Instructional support Literacy activities Risk status Children at risk of reading difficulties Reading |
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