Child Development and Emergent Literacy

Whitehurst, Graver J.; Lonigan, Christopher J.

doi:10.1111/j.1467-8624.1998.00848.x

Cited by 92 publications

(111 citation statements)

References 132 publications

Supporting

Mentioning

109

Contrasting

Unclassified

Order By: Relevance

“…Theories of reading development have included stage theories of acquisition (Chall, 1983;Ehri & Roberts, 2006), simple models that view reading as the interaction between decoding and listening comprehension (Gough & Tunmer, 1986), inside-out versus outside-in theories that distinguish between code-related skills and meaning-related skills (Whitehurst & Lonigan, 1998), and so on. These theories agree that reading consists of components that follow developmental patterns of acquisition.…”

Section: Reading Developmentmentioning

confidence: 99%

The Relation Between the Type and Amount of Instruction and Growth in Children’s Reading Competencies

Sonnenschein

Stapleton

Benson³

2010

American Educational Research Journal

View full text Add to dashboard Cite

A latent growth model was used to investigate the longer term efficacy of phonics and integrated language arts instruction as well as amount of such instruction on children's reading development, using the nationally representative Early Childhood Longitudinal Study data set (kindergarten through fifth grade). Type and amount of instruction were derived from teachers' ratings. Children's entry-level skills and ethnicity were predictors of children's reading scores at the end of kindergarten. Ethnicity and parents' education level predicted rate of growth. Type and amount of reading instruction predicted children's reading scores. However, effects for type of instruction were time-sensitive, occurring only in kindergarten and first grade. Although children benefit from instruction in decoding and comprehension skills, instruction may not be optimally tailored to children most at risk. . Her research focuses on literacy and math development in children from different demographic backgrounds, and home and school factors related to such development.

show abstract

Section: Reading Developmentmentioning

confidence: 99%

The Relation Between the Type and Amount of Instruction and Growth in Children’s Reading Competencies

Sonnenschein

Stapleton

Benson³

2010

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…The interaction between children and the people in their environments (e.g., parents, caregivers, teachers) is of major importance to early language and literacy development (McCartney, 1984;Whitehurst & Lonigan, 1998). Moreover, parents and teachers must know how to direct and adapt their language and communication to the needs of children with complex communication needs.…”

Section: Language Acquisition Of Children With Intellectual Disabilitiesmentioning

confidence: 99%

“…The home literacy environment (HLE) plays an important role in the development of language and literacy (Whitehurst & Lonigan, 1998). The HLE of children with intellectual disabilities may differ from the HLEs of typically developing children of the same chronological and developmental or mental age (Van der Schuit, Peeters, Segers, van Balkom, & Verhoeven, 2009).…”

Section: Language Acquisition Of Children With Intellectual Disabilitiesmentioning

confidence: 99%

Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities

Schuit

Segers

Balkom³

et al. 2010

Augmentative and Alternative Communication

View full text Add to dashboard Cite

The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individual differences between the children into account. The KLINc Studio intervention was designed to improve the language development, communication skills, and emergent literacy of 10 children with complex communication needs. The focus of the anchor-based intervention program was on the stimulation of vocabulary learning via the incorporation of AAC into the learning environment in the most natural manner possible. While all of the children showed significant progress across the intervention period of 2 years, the group of speaking children showed greater development in the domains of receptive language and productive syntax than the group of non-speaking children. For heterogeneous groups of children with disabilities, the use of a combined intervention such as that described here appears to be promising.

show abstract

“…Along this continuum, however, are equally recognizable evolutionary stages, each represented by a defined knowledge and skill set (e.g., Whitehurst & Lonigan, 1998). The first of these, emergent literacy, characterizes language-related behaviors and practices of children aged newborn-to-4 years and their early though growing awareness of how talk, reading, and writing function.…”

Section: Introductionmentioning

confidence: 99%

Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Sloat

Létourneau

Joschko

et al. 2014

Issues in Comprehensive Pediatric Nursing

View full text Add to dashboard Cite

Research demonstrates that literacy and academic achievement are predicated on the emergent literacy knowledge and skills children acquire from birth up to 4 years of age. Parents are children's first and most important language and literacy teachers, yet not all parents have the capacity to establish an adequate early literacy foundation. Efforts to address this situation have resulted in numerous programs aimed at fostering emergent literacy development. This systematic review evaluates evidence on the effectiveness of parent-mediated interventions that increase the time parents spend reading with young children up to 4 years old. Four studies met inclusion criteria, reporting outcomes for 664 children. Three provided data for meta-analysis of effects on reading duration. The standardized mean difference in reading duration was 1.61 (95% CI, 1.03, 2.19 fixed-effect), favoring intervention over control. Results indicate that interventions aimed at increasing the amount of time parents spend reading interactively with their children yield positive results. Findings also demonstrate that pediatric primary care providers are well positioned to deliver reading promotion programs to parents and preschoolers. Issues Compr Pediatr NursDownloaded from informahealthcare.com by Northeastern University on 01/05/15 For personal use only. 2 E. Sloat et al. Issues Compr Pediatr Nurs Downloaded from informahealthcare.com by Northeastern University on 01/05/15 For personal use only. Receptive vocabulary: Int: 51.0 (SE 3.0) (P = 0.004) Con: 39.3 (SE 2.7) (P = 0.004) Figure 2. Details of studies included in systematic review.

show abstract

Child Development and Emergent Literacy

Cited by 92 publications

References 132 publications

The Relation Between the Type and Amount of Instruction and Growth in Children’s Reading Competencies

The Relation Between the Type and Amount of Instruction and Growth in Children’s Reading Competencies

Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities

Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Contact Info

Product

Resources

About