Predictors of Early Reading Acquisition in Children of Low Socioeconomic Status

Collazos-Campo, César Augusto; Cadavid-Ruiz, Natalia; Gómez, Juan Daniel; Jiménez-Jiménez, Sebastián; Quijano-Martínez, María Cristina

doi:10.1590/1982-4327e3037

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…On the other hand, children who enter first grade with language impairments are more likely to have longterm implications on their school paths (Lousada et al, 2016;Adlof and Hogan, 2018). The development of language, specific vocabulary is related to reading comprehension (Gaté et al, 2009;Scull, 2013;Swanson et al, 2018;Collazos-Campo et al, 2020;Cadime et al, 2021), and reading comprehension is a mandatory skill to acquire knowledge in any curriculum domain (McGrath and Hughes, 2018;Koponen et al, 2020). These findings highlight the importance of improving oral skills before early reading acquisition.…”

Section: Introductionmentioning

confidence: 99%

Reading skills promotion: Results on the impact of a preschool intervention

2023

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There is a strong correlation between preschool education skills such as phonological awareness and language and success in reading and spelling acquisition. Even though, this is still not the focus of the early intervention. This study presents the preliminary results of the impact of an intervention program developed to promote reading foundation skills. The study was conducted with 627 children in the last year of preschool education (54.2% boys), ages between 4 years and 10 months and 6 years and 1 month. Participants were divided into intervention (n = 242) and comparative (n = 385) group. Language, implicit, and explicit phonological awareness, and rime implicit awareness were assessed. The intervention group reached statistically higher values in all dimensions at the post-test, a higher magnitude effect and 80% of these children entered the first-grade overpassing cut-off criteria for reading acquisition difficulties. These results support the impact of the program.

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Section: Introductionmentioning

confidence: 99%

Reading skills promotion: Results on the impact of a preschool intervention

2023

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Early Literacy Intervention Programs for Populations at Risk

Olshtain

Sayag²

2022

Literacy Studies

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Early predictors of reading success in first grade

Sucena,

Garrido,

Marques

et al. 2023

Front. Psychol.

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Reading acquisition is a complex process that can be predicted by several components which, in turn, can be affected by the orthography depth. This study aims to explore the early predictors of (un)success in reading acquisition within an intermediate transparent orthography. At the beginning of the school year, 119 European Portuguese-speaking first graders were assessed regarding (i) sociodemographic variables: mothers’ education and socioeconomic status (SES); (ii) cognitive variables: phonological working memory and vocabulary; (iii) reading-related variables: letter-sound knowledge, phonemic awareness, and rapid naming. Results of the three variable clusters were correlated with the final classification obtained in the Portuguese discipline. Specifically, there was a correlation between the Portuguese discipline classification with all reading and cognitive-related variables, with the highest correlations occurring with mother education and letter spelling. A regression analysis was conducted to assess the predictor impact of mother education and letter spelling (variables that correlated stronger with the Portuguese classification) on Portuguese classifications. Letter spelling was the sole significant predictor of the Portuguese classification. Based on these results, a path analysis was run to test whether letter spelling is a mediator of the relationship between the mother’s education and the Portuguese classification. The results of the model test yielded a reasonable fit, indicating a relationship between the mother’s education and letter spelling, which in turn, relates to the Portuguese classification. The identification of reading predictors in an intermediate-depth orthography such as European Portuguese contributes to more accurate identification of at-risk children.

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Predictors of Early Reading Acquisition in Children of Low Socioeconomic Status

Cited by 4 publications

References 24 publications

Reading skills promotion: Results on the impact of a preschool intervention

Reading skills promotion: Results on the impact of a preschool intervention

Early Literacy Intervention Programs for Populations at Risk

Early predictors of reading success in first grade

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