32
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.

      , ,
      Developmental Psychology
      American Psychological Association (APA)

      Read this article at

      ScienceOpenPublisherPubMed
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and reading in two samples of preschoolers. Ninety-six children (mean age = 41 months, SD = 9.41) were followed from early to late preschool, and 97 children (mean age = 60 months, SD = 5.41) were followed from late preschool to kindergarten or first grade. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early grade school, both of which were the only unique predictors of decoding.

          Related collections

          Most cited references30

          • Record: found
          • Abstract: not found
          • Article: not found

          The nature of phonological processing and its causal role in the acquisition of reading skills.

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Child development and emergent literacy.

            Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Learning to read and write: A longitudinal study of 54 children from first through fourth grades.

                Bookmark

                Author and article information

                Journal
                Developmental Psychology
                Developmental Psychology
                American Psychological Association (APA)
                1939-0599
                0012-1649
                September 2000
                September 2000
                : 36
                : 5
                : 596-613
                Article
                10.1037/0012-1649.36.5.596
                10976600
                69612814-b572-4677-bb2f-6f3afe943be1
                © 2000
                History

                Comments

                Comment on this article