A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade

Stanley, Christopher; Petscher, Yaacov; Catts, Hugh W.

doi:10.1007/s11145-017-9777-6

Cited by 53 publications

(28 citation statements)

References 42 publications

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“…(), and suggest potential for early language ability to influence subsequent hyperactivity‐inattention, emotional and conduct problems, both directly or indirectly through academic experiences. Our findings support Beitchman and colleagues’ model, suggesting that problems with literacy (or reading achievement) in middle childhood may arise due to low early vocabulary (Stanley, Petscher, & Catts, ), leading to the development of behavioral and emotional problems (Beitchman et al., ). We add to theory by showing that these indirect associations also operate in relation to less rapid increases in vocabulary over early primary school years; thus emphasizing the importance of tracking children's vocabulary and language development over time.…”

Section: Discussionsupporting

confidence: 88%

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

et al. 2019

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This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4–5, 6–7, and 8–9 years) and hyperactivity‐inattention, conduct problems and emotional symptoms (8–9, 10–11, 12–13, 14–15 years), and literacy and peer problems (8–9 years). Lower growth in vocabulary was related to trajectories of hyperactivity‐inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4–5 years compared to the full sample. These findings suggest that early literacy‐based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.

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Section: Discussionsupporting

confidence: 88%

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

et al. 2019

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“…In Sobral, the students undergo a process of systematic teaching of the early reading and writing skills, since kindergarten 23 . If this is the case, introducing activities that stimulate the development of these skills since kindergarten maybe an interesting instructional strategy for municipalities from the Southeast to strengthen their students' performance, in line with what has already been identified in the literature 10 .…”

Section: Discussionsupporting

confidence: 65%

“…For example, a recent study identified that precursory skills in kindergarten, among them, the reading of pseudowords, are significantly related to reading comprehension in high school (10 th grade, according to the study). The finding suggests long-term stability in the development of reading skills 10 . Further on the initial writing skills, there is evidence of its predictive power regarding the posterior development of literacy skills.…”

Section: Introductionmentioning

confidence: 76%

“…Alongside with phonological awareness skills, which are considered essential predictors of laterliteracy skills 17 ,early reading and writing have also been pointed as relevant precursors of more complex skills involving the use and mastery of the written language [8][9][10][11] . One of the advantages of early reading and writing assessments is their easiness of usage.…”

Section: Discussionmentioning

confidence: 99%

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Initial reading and writing skills in childhood education: achievement sample in the Northeast of Brazil for obtaining specific regional performance standards

et al. 2019

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Purpose: the study aims to obtain preliminary normative data for early reading and writing skills of 5-year-old children in a sample from the Northeast of Brazil. It also aims to investigate the effects of the type of school (public vs. private) and the time of assessment (beginning vs. end of the school year), and whether there were significant differences in performance, as compared to those of children from the Southeast of Brazil. Methods: 389 5-year-old children from 17 private and 12 public schools were assessed in the beginning and at the end of the school year, by using the Reading and Writing Test. Each student was individually assessed in the two times of the year. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: the progress in the performance of private school children was stronger than that of their peers from public schools, accentuating the existing learning gap. The comparison with normative data from the Southeast revealed that the public schools in the Northeast outperformed those in all topics of comparison. Private schools in the Southeast had a better performance at the beginning of the year, but were outperformed by those of the Northeast at the end of the year. Conclusion: the differences in performance identified in the samples suggest the need for specific norms by geographical regions of Brazil, and by type of school (public or private). The data presented in this study are preliminary and can be enlarged in future studies.

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“…In contrast, only the NAs use non-word reading, which, in itself, can be facilitative as it helps learners link sounds to letters. They can be an effective way for teachers to check gaps in learners' knowledge of phonics and the efficiency of their blending skills (Catts, 2017, Stanley et al, 2018. The familiar word recognition score is high for the NAs.…”

Section: Decodingmentioning

confidence: 99%

Securing the fort: Capturing reading pedagogy in the Foundation Phase

Steinke

Wildsmith-Cromarty

2019

PLING

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The focus of this paper is on an instrument known as the Facilitative Orientation to Reading Teaching, or FORT, that was designed to capture how teachers' pedagogical content knowledge (PCK) can influence literacy acquisition at Foundation Phase level. The FORT can capture the 'what' and 'how often' of classroom practice and, when combined with qualitative data, it can provide the 'why' and also ascertain whether what teachers say they do when they teach is in accordance with their actual classroom practice. The effectiveness of the instrument will be explained via specific findings from a multiple-case study undertaken with Grade 3 and 4 learners between 2015 and 2017 at two schools in the Midlands area of KwaZulu-Natal. The study involved a total of eight teachers and their classes, while the researchers recorded a total of 34 lessons, most of which were taught in English and some in isiZulu, with class sizes ranging between 35 and 45 learners. Findings indicate that additional training alone may be insufficient to change embedded top-down and teacher-led teaching styles and that teachers may benefit more from ongoing support and mentoring such as coaching.

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A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade

Cited by 53 publications

References 42 publications

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

Initial reading and writing skills in childhood education: achievement sample in the Northeast of Brazil for obtaining specific regional performance standards

Securing the fort: Capturing reading pedagogy in the Foundation Phase

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