The Contribution of Emergent Literacy Skills for Early Reading and Writ ing Achievement

Abstract

Studies in the English language suggest that emergent literacy skills promote success in literacy. This longitudinal study investigated whether and which emergent literacy skills contribute to initial reading and writing performance in a sample of 34 Brazilian children from public schools. The participants underwent tests on phonological awareness, oral comprehension, vocabulary and knowledge of letters at the end of Early Childhood Education. The participants' skills in writing and reading words as well as reading comprehension were evaluated in the 1 st year of elementary school. Data were analyzed using correlation and regression analysis. Results showed that emergent literacy skills presented signifi cant positive correlations with reading and writing performance. Multiple regression analyses indicated signifi cant and independent contributions of phonological awareness and knowledge of letters for writing, however, only phonological awareness signifi cantly and independently contributed to reading of words and reading comprehension skills. It was concluded that emergent literacy skills related to the coding domain are the most important for literacy.

Phonological Awareness Assessment Test (PACOF) for Pre-school Children: Evidence of Validity and Reliability

“…Research in the last decades has consistently pointed out that phonological awareness is one of the emergent literacy components that is most reliable and robust in predicting reading and writing acquisition in alphabetic languages (Castro & Barrera, 2019;Critten et al, 2021;Defior & Serrano, 2011;Míguez-Álvarez et al, 2022). A good level of phonological awareness assists in learning to read, facilitating the understanding of the alphabetic principle and the acquisition of decoding skills (e.g., Burke et al, 2009;Carson et al, 2014;Hogan et al, 2005;Justi & Roazzi, 2012).…”

The importance of the executive function of the brain in early literacy development

“…Early literacy refers to the knowledge of the relation between language, phonological and phonemic awareness, knowledge of the alphabet and an understanding of common print concepts related to reading and writing that a young child should obtain before starting with the formal reading process (Castro & Barrera, 2019). However, it is not only about the ability to identify letters, numbers and shapes but also implies a set of skills, knowledge and attitudes of which the main components include an awareness of language, listening, oral communication and writing skills (Shrier, 2013;De Witt & Lessing, 2016).…”

“…According to literature, adequate mastering of early literacy skills provides an advantage for school beginners which makes it easier for them to learn to read and serves as a significant predictor of reading success at a later stage (Castro & Barrera, 2019;Colé, Duncan & Blaye, 2014;Diamond & Ling, 2016;Osei, Liang, Mensah & Stephan, 2016). The ability to perceive objects and situations and apply meaning to the experience requires applicable perceptual skills as well as integrating and relating perceptions with existing concepts, to gain an understanding of an object or a situation (Polat, Kucukoglu & Sari, 2016;Priyadarshi, Goswami & Madhuban, 2012).…”

Há associação entre a consciência fonêmica e a leitura de adolescentes do ensino fundamental II?

“…De acordo com a literatura, a consciência fonológica se relaciona diretamente ao sucesso de leitura. Tanto o processo de aprendizagem influencia diretamente o domínio dessa habilidade de manipular fonemas, na consciência fonêmica, sendo ela rotineiramente relacionada em estudos ao desenvolvimento da leitura, quanto a consciência fonológica mostra-se de extrema importância para a aquisição e desenvolvimento da leitura (7)(8)(9) .…”