Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.
<p><strong>Abstract</strong></p><p>The purpose of this study was to establish reading fluency norms for first grade students at the end of the school year in Romanian language using PEAFC (Proba de evaluare şi antrenare a fluenţei în citire/ The Assessment and Training of Reading Fluency Instrument, Bodea Haţegan & Talaş, 2014). A representative sample of 1977 first grade students (with ages between 7 and 8 years old) was assessed, girls (N<sub>g</sub>=954) and boys (N<sub>b</sub>=1023), from different counties from Romania (N<sub>c</sub>=11), attending rural (N<sub>r</sub>= 385) and urban (N<em>u</em>=1592) elementary schools. Oral reading fluency norms were established on the linguistic structure of the words (monosyllabic, disyllabic, three syllable words and text words). The results of this study offer a new perspective on the reading fluency levels at the end of the first grade</p><p>and will help the teachers and the specialists to identify students at risk for dyslexia and to start effective early intervention programs to improve reading fluency.</p><p> </p>
Background and aimsResilience encompasses factors promoting effective functioning in the context of adversity. Data regarding resilience in the wake of accidental trauma is still scarce. The aim of the current study is to comparatively assess adaptive, life – promoting factors in persons exposed to motor vehicle accidents (MVA) vs. persons exposed to other types of accidents, and to identify psychological factors of resilience and vulnerability in this context of trauma exposure.MethodsWe assessed 93 participants exposed to accidents out of 305 eligible patients from the Clinical Rehabilitation Hospital and Cluj County Emergency Hospital. The study used Reasons for Living Inventory (RFL) and Life Events Checklist. Scores were comparatively assessed for RFL items, RFL scale and subscales in participants exposed to motor vehicle accidents (MVA) vs. participants exposed to other life – threatening accidents.ResultsParticipants exposed to MVA and those exposed to other accidents had significantly different scores in 7 RFL items. Scores were high in 4 out of 6 RFL subscales for both samples and in most items comprising these subscales, while in the other 2 subscales and in some items comprising them scores were low.ConclusionsLow fear of death, physical suffering and social disapproval emerge as risk factors in persons exposed to life – threatening accidents. Love of life, courage in life and hope for the future are important resilience factors after exposure to various types of life – threatening accidents. Survival and active coping beliefs promote resilience especially after motor vehicle accidents. Coping with uncertainty are more likely to foster resilience after other types of life – threatening accidents. Attachment of the accident victim to family promotes resilience mostly after MVA, while perceived attachment of family members to the victim promotes resilience after other types of accidents.
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